Procedure – Category 5000 (Students)
AR 5005.4 – Extended School Year (ESY)
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 col lected that reflects his/her regression/recoupment capacity. To help understand this process, a Data Collection Guide is provided in Exhibit A. Several LEAs have year-round calendars which may require a timeline for provision of ESY slightly different than traditional school year calendars. However, consideration of need for ESY services would follow a similar pattern as that 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 the 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 pro gram options available and the child’s identified needs.
3.4
Why should ESY be documented in a child’s IEP?
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 s ervices 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.
3.5
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 recoupment rate. The IEP team for an initial IEP will not be able to make this determination until after the child has been receiving the special education services and data has been collected. It is
Adapted from Guidelines for Determining Need for Extended School Year (ESY) Services, Riverside County Special Education Local Plan Area, 2014. Reprinted in this handbook with permission.
AR 5005.4 – Extended School Year (ESY)
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 09/17)
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