Procedure – Category 5000 (Students)
AR 5005.4 – Extended School Year (ESY)
recommended that the IEP team reconvene after implementing the IEP for three to six months to review progress data and compare work from before and after break. Since many LEAs have already implemented multiple measures to assess progress toward standards, the LEA’s assessments and observational or informal data may be applicable to the IEP team determination of need for ESY. The assessment must be based on the IEP goals and/or objectives so that progress can be matched directly to each benchmark outlined and the data can be compared to support evaluation of service effectiveness. The team also needs to determine and document if the child will take the local multiple academic achievement measures with or without accommodations, with or without modifications, or take alternative measures. The severity of a child’s disability is a primary consideration in determining eligibility for ESY. Based on the Reusch v. Fountain case, the IEP team should consider the child’s age, seve rity of the disability, presence of medically diagnosed health impairments, attainment of self-sufficiency, and development of an emerging, critical skill that will be lost due to interruption. Other factors to consider are regression rate and recoupment time in relation to normal rates, behavioral and physical problems, curricular areas which would be adversely impacted, and vocational needs. Younger children with medically diagnosed health impairments are more likely to be referred for ESY due to degenerative diseases and/or high absenteeism as a result of the health impairment. Mental health problems may also have an impact on a child’s ability to maintain appropriate social, emotional and/or behavioral expectations when school is not in session and lead to regression in skills. The ability of the more mentally and physically challenged children to maintain self-sufficiency skills will continue to be a key issue in determining ESY eligibility. The IEP team should utilize the questions on DMSELPA form DM 68I as a guideline in determining the need for ESY (Exhibit D). Once ESY services are determined as necessary based on data collected and regression-recoupment rate, the IEP team must include a description of the services required by the child in his/her IEP in order to receive FAPE during the provision of ESY. The Desert Mountain Special Education Local Plan Area (DMSELPA) developed an “Extended School Year (ESY) Worksheet” (Exhibit DMSELPA form DM 68I) to assist IEP team members in this decision-making process. The Case Carrier begins the form by identifying the child’s name, date of birth, grade, school, LEA,
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)
Page 15
Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 09/17)
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