acceptable for most children. Tilley, Cox, and Staybrook (1986) found that most students experience some regression during summer break. Using standardized tests, they found the rate of regression for general education students was four percent. Students with mild handicaps, hearing impairments, and serious behavior disorders regressed at approximately the same rate as their general education peers. For students with moderate to severe handicaps, there was an increased rate of regression and a slower rate of recoupment. According to the study, the areas that were most impacted for those students were language, gross motor, fine motor, and self-help skills. Therefore, it is reasonable for students with moderate to severe disabilities to be considered for an ESY program that would concentrate on minimizing regression and recovery time. When considering ESY for any child, the IEP must consider data collected during the previous year(s) to determine the child’s need based on regression and recoupment. This decision should be based on a multi-faceted measurement, although there may be rare instances where the IEP team might consider ESY services based on a single criterion. In either case, the IEP team must decide a child’s eligibility for ESY services based on data collected that reflects his/her regression/recoupment capacity. To help understand this process, a Data Collection Guide is provided in Appendix A. Several LEAs have year-round calendars which may require a timeline for the provision of ESY slightly different than traditional school year calendars. However, consideration of the need for ESY services would follow a similar pattern as outlined above. In both cases, the number of days recommended for ESY is based on student data collected to support student need. Typically, ESY services are aligned with summer school and/or summer intervention programs provided for general education students in the LEA or school of attendance. However, the IEP team may determine that more days are needed given the ESY services are to be considered for children between the ages of three to twenty-one or children who have not graduated from high school with a diploma. To ensure that the child receives FAPE, ESY services should concentrate on the areas most impacted by regression and inadequate recoupment. These services may look markedly different in ESY than services provided during the regular school year. The IEP team decision is not driven by the setting in which the child is educated during the comprehensive school year. This may also be true for the frequency and/or the duration of services as based on the individual child’s needs. The child’s need for related services must also be considered as they relate to the child’s benefiting from special education. Since it may be different, it is very important that the offer of FAPE for the ESY period be clearly documented within the IEP. 5. How should ESY eligibility be determined? The child’s IEP should be the foundation for determining the need for ESY services. This can be achieved through ongoing assessment and/or review of progress toward goals/objectives. The IEP team meets to review the child’s progress, considering a variety of measurements to provide a baseline that documents the child’s regression and program options available and the child’s identified needs. 4. Why should ESY be documented in a child’s IEP?
Chapter 15 – Extended School Year (ESY), Charter SELPA As of 05/09/2019 Steering Committee Review
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