Extended School Year ESY

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Extended School Year -ESY-

• Office of Specialized Services
• 2008-2009

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Goals

• To ensure that appropriate students are
  considered and provided with Extended School Year
  services
• To ensure consistency in the interpretation and
  application of ESY services across the District

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Definition of ESY

• Federal Regulations sayspecial education and
  related services that are provided to a student
  with a disability
• beyond the normal school year of the public
  agency
• in accordance with the students IEP
• at no cost to the parents of the student and
• meet the standards of the local education agency
  (LEA).
• ESY services must be provided only if a students
  IEP team determines, on an individual basis, that
  the services are necessary for the provision of a
  free and appropriate public education (FAPE) to
  the student.

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ESY is...

• available to students determined eligible through
  supporting documentation
• to maintain critically learned skills
• to target goals and objectives derived from the
  current IEP
• to be discussed and determined on an individual,
  case by case basis, by the IEP team
• evaluated annually and based on data collected
  during the current year to determine eligibility

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ESY is not...

• summer school for students w disabilities
• to develop new skills
• for students who have failed, are failing, or are
  behind
• to make up for absences incurred during vacation,
  suspension, or expulsion
• respite care
• a parent requested service (e.g. childcare) or to
  replace alternative community resources
• intended to maximize educational opportunity or
  potential growth

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When is ESY Needed?

• When the IEP team determines that a student with
  disabilities demonstrates

• Regression/Recoupment
• a likelihood of significant regression
• of previously learned skills during a
• break in instruction and limited
• recoupment of these skills

• Critical Skills
• loss of critical skills
• over an extended break
• in special education
• services

OR

• Special Circumstances
• any other special circumstances
• or factors that indicate the need
• for ESY services

OR
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What is Regression/Recoupment?

• Remembering the skills you learned
• All students forget some things theyve learned
  after a break in service (winter break, etc.)
• Howeverto receive ESY services,
  data/documentation must show that it will take
  more time to recoup/remember what was learned
  than another student with the same disability
• Example
• After winter break
• an average student would most likely maintain the
  skills he learned prior to the break
• a student with a specific type of disability may
  take 2 to 3 days to remember what he learned
  prior to the break
• another student with the same disability may take
  2 weeks to remember
• based on documentation/data collected he would be
  eligible for ESY

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What is Regression/Recoupment?

• Soyou must
• collect and analyze supporting
  data/documentation that shows
• a pattern of regression/recoupment across areas
  of core curriculum, critical life skills or self
  sufficiency after summer vacation or the
  conclusion of ESY
• a pattern of regression/recoupment across areas
  of core curriculum, critical life skills or self
  sufficiency for two of the three instructional
  breaks
• All supporting data/documentation must be kept in
  students file

and/or
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What are Critical Skills?

• Maintaining functional life skills
• Some Examples
• communication (non-verbal or emerging language
  skills)
• maintenance of self-sufficiency and independence
• integral part of students ability to acquire to
  acquire or retain a skill/behavior

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What are Special Circumstances?

• The effect of other factors that prevent goal
  attainment
• Some Examples
• frequent health-related absences
• critical stage in development
• physical condition requires services to attain or
  maintain skills

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1. Data Summary Form

• Use the ESY Data Summary Form to
• assess progress on IEP goals and benchmarks
  during the regular school year in core curricular
  areas
• determine whether or not student requires ESY
• measure pre and post levels of mastery
• When
• at the beginning of the school year
• after winter break
• after spring break
• at the end of the regular school year
• at the end of the ESY program

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Examples of Data/Documentation

• Formal and/or informal pre and post test data
• Notes on student observations
• Information from charts or logs
• Test results including
• Curriculum based assessments
• Life skills assessments

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2. Implementation Form

• Use the ESY Implementation Form to
• facilitate communication between regular school
  staff and ESY staff
• identify goals and benchmarks from current IEP to
  be addressed during ESY
• What/When
• must be completed by the special education
  teacher by June 5, 2009
• attach copies of goals and benchmarks to the
  Implementation Form
• for students receiving ESY services at another
  school
• before ESY- send the form to the receiving school
  by June 12, 2009
• at the conclusion of ESY - return the form to the
  sending school
• must be maintained and kept in the students file
• will be reviewed by ESY audit staff the first
  week of the program

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3. Lesson Plan

• The ESY Lesson Plan
• documents instructional activities
• individually designed to address identified goals
  and benchmarks
• When
• must be completed weekly
• will be reviewed by ESY audit staff throughout
  the program
• Who
• the ESY teacher is responsible for completing
  lesson plans for each student attending ESY

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4. Progress Report

• Use the ESY Progress Report to
• document and report student progress
• provide baseline data for following school year
• Who
• teacher and related service staff providing ESY
• When/Where
• distributed to parents and central office at the
  conclusion of the ESY program
• for students receiving ESY services at another
  school, return the form to the sending school at
  the conclusion of ESY
• maintained and kept in the students file along
  with the supporting data and the ESY
  Implementation Form
• reviewed by ESY staff at the conclusion of the
  ESY program

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Things to Remember
Not all students with disabilities will
require ESY

• Providing ESY services one year does not mean the
  student will automatically require the service
  subsequent years
• The IEP team must review all available
  documentation and data on an annual basis to
  determine the need and appropriateness of ESY no
  later April 15st of each year

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Things to Remember

• The LRE considered for ESY services may differ
• from the LRE in effect for the regular school
  year
• The LRE for ESY services is based on the
  specific goals targeted for that period of time

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Questions

• Will the provision of FAPE be jeopardized for the
  student if ESY services are not provided?
• Did the IEP team base ESY decisions on data
  collected and the unique needs of the student?
• Does the IEP team understand that eligibility
  determination is the ongoing process of
• instruction and assessment of student performance
• data collection