need to be considered in developing the staffing plan and built into the daily or weekly schedule. If a staff member hired is not familiar with the child with disabilities, he/she needs to be provided the same information as the ESY teacher (copy of each child’s most recent complete IEP, any subsequent IEP addendums, most recent multiple measures results, latest report card, and progress toward goals report) to help guide development of lesson plans/activities. Similarly, it is likely that teachers will be assigned children that they are not familiar with and they will need time to review the records and develop lesson plans. It is critical that the teachers are provided the appropriate instructional materials to meet the needs of their students during ESY. If possible, try to keep children who need functional life skills curriculum in the same classroom environment to which they are accustomed and in which the instructional materials are readily available. If this is not possible, plans must be made to transport the needed materials to the new classroom. Likewise, teachers of core curricular content areas will need to have the materials provided to them. In general, basic materials and supplies provided to general education teachers for summer intervention and/or summer school should be provided to the special education teachers as well. Any additional budgetary considerations for purchase of additional materials or supplies and/or community outings need to be built into planning. If the teachers are not familiar with the grade level and/or content to which they have been assigned for ESY instruction, some staff development time may need to be built into the schedule prior to the child’s arrival. • Just Prior Communications To facilitate understanding of everyone involved, there are often “just prior” communications to administrators, teachers, related services staff, and parents. To Administrators As noted previously, knowing who is going to be attending each site, their assignment, and their needs is critical. Aligning special education’s plans to the other summer program plans and participating in collaborative planning meetings helps to keep everyone aware. The pre-planning work has generated excel spreadsheets for staffing, student lists by teacher, and a transportation list. A copy of this information needs to be provided to the site and Charter LEA administrators overseeing the summer programs. Copies may also need to be provided to the health offices, attendance clerks, counselors, and/or instructional technology department based upon what was established in the pre-planning meetings. The extent of what individual student information (e.g., copy of IEP or ESY Cover Sheet [Exhibit D]) needs to be distributed and to who should also be pre-established and provided just prior to the start of the session. To Teachers and Related Services Staff As noted previously, it is critical that the teachers and related services staff members who will be providing the direct instruction to the students are familiar with their needs. One LEA provided a copy of the excel spreadsheet class list, transportation list, and individual student information (stapled together copy of each child’s most recent complete IEP, any
VII.
VIII.
Chapter 15 – Extended School Year (ESY), Charter SELPA As of 05/09/2019 Steering Committee Review
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