Implementing the Extended School Year Requirements Farmington Public

Implementing the Extended School Year Requirements Farmington Public Schools 2008 -09

KWL: Know, Want to Know, and Learned • What do you know about ESY and its implementation? • What do you want to know about ESY and its implementation?

What is Extended School Year (ESY)? • A required component of the IDEA • Special education and related services provided beyond the normal school year – In accordance with the IEP – Necessary for the provision of FAPE – At no cost to parents

What is the purpose of ESY? • To avoid significant loss of one or more essential skills included in the student’s IEP goals/objectives • To ensure achieved goals/objectives will not be significantly jeopardized by a break in instruction when school is not in session. • To assist the student in maintaining the current level of functioning/performance on essential IEP goals/objectives.

Who can receive ESY? • Every student with an IEP must be considered for ESY • Only those students who need ESY to ensure they receive FAPE will receive ESY – ESY is the exception, not the rule

Who determines eligibility for ESY? • The IEP team, including the parent • Determination is on a case-by-case basis • Determination must not be limited to a particular category of disability

How does the IEP Team consider ESY? • Review empirical data related to IEP goal/objective progress • Review predictive expert opinion based on progress history • Review program/service history – Has the student received ESY in the past? Did it prevent regression? • Identification of Essential Skills (critical skills) • Review of current data and identification of additional data needs

What factors must an IEP Team consider? • Regression/Recoupment – Inability to maintain an acquired skill – Substantial regression or a serious potential for regression in critical skills identified in the students goals/objectives – Expected as a result of an interruption in instruction OR documented evidence of regression through goal/objective data – Recoupment time is longer than would be normally expected for students

What factors must an IEP Team consider? • Nature and/or Severity of Disability – Nature/Severity requires a longer school year to prevent regression – Nature/Severity requires a longer school year to recoup lost skills – Nature/Severity requires highly-structured or consistent programming to make progress – Nature/Severity requires longer school year to attain the goals of self-sufficiency and independence from care givers

What factors must an IEP Team consider? • Critical Areas of Learning – a skill must be mastered immediately so that mastery is not permanently reduced – a break in instruction will result in a loss of the ‘window of opportunity’ for learning this skill – a change in medical, physical, or sensory status made it possible to predict an accelerated rate of learning will occur during the ESY period

What might ESY look like? • Instruction in specific goal area • Small group instruction • Participation in recreational programs with support/services • Short term instruction at a particular point during the summer • Intensive instruction just prior to the return to school • Classroom based service with focused instruction or support (may vary in frequency & duration) • Ancillary or consultative support to families implementing behavior plans, visual schedules, etc. throughout the summer within their home

What is NOT considered? • ESY is NOT for the purposes of learning new or additional skills—no new goals are added • ESY is NOT related to all skills; rather, ESY must consider those critical skills necessary for attaining self-sufficiency and independence from care givers • ESY is NOT the full program/services the student has received during the normal school year, unless determined necessary to ensure FAPE by the IEP team • ESY is NOT required to provide the identical LRE opportunities offered during the school year

ESY is NOT… • • A program Naming a specific staff or provider A new program or service The norm—(it is the exception)

When should the IEP Team Consider ESY? • ESY must be considered with each annual IEP • IEP teams may reconvene, hold additional IEP meetings, to address ESY • ESY must be considered prior to the end of school in June (immediately following the spring break is a good rule of thumb)

Case Work • Discuss student cases – – What are the student’s goals? Are any critical/essential skills? What data have you collected and documented? What does the data say about the student’s progress? – Does ESY seem to be a possibility? • Based on what ESY criteria: Regression/Recoupment, Nature & Severity, or Critical Areas of Learning

Case Work • Write a PLAAFP statement that clarifies/denies the need for ESY. Examples: – Based on IEP goal data, student has made progress throughout the year and has not experienced regression of skills during breaks in instruction. Describe the data. – Based on IEP goal data, student has experienced regression without adequate recoupment on his/her IEP goal(s) Describe the data and criteria for ESY

How is ESY documented in the IEP? • Programs and services must be described with enough clarity to ensure all parties know what will occur—Use the ESY Summary form – Goals/objectives must be identified (remember, these are not new goals/objectives) – Frequency, duration, and location of services (FPS decides ‘where’—ask your supervisor) – Start and end dates/times of service • Determination of the specific service provider is NOT an IEP decision

Writing ESY into the IEP • After consideration of ESY and marking the ESY box on the IEP (below ‘programs & services box’) – Attach the ESY Summary form to the IEP with a copy of only those goals & objectives to be addressed during ESY – Attach the data demonstrating need for ESY

Case Work • Document the need for ESY on the IEP ESY Summary form

KWL: Know, Want to Know, and Learned • What do you know about ESY and its implementation? • What do you want to know about ESY and its implementation? • What did you learn about ESY and its implementation? Is there anything else you need to know or would like support with?

What is special education? • Specially designed instruction • Meets the unique educational needs of the student • Includes instructional services and related services

Documenting Goal/Obj Progress Breaks in Instruction of 5 days or more

Writing ESY into the IEP • Note attachment to IEP after checking the “ESY box” (below the programs and services box) on the second to last page of the IEP. S: MTCSpecial Ed Manual 90808FormsIEP - Elementary IEP Form 2 -20 -2007. doc • Use “Extended School Year Summary” form as the attachment to the IEP (see SE Manual) ESY Extended School Year Summary. doc