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Extended School Year (ESY)
February 2012
What are Extended School Year (ESY) services?
ESY services are special education and/or related services which are provided for some children with disabilities when the IEP team determines the student requires a program in excess of the traditional school year.
ESY services are required only if a child’s IEP team determines the benefits the child with a disability gains during the regular school year will be significantly jeopardized if ESY services are not provided.
Critical Life Skills
• Any skill determined by the IEP team to be critical to the student’s overall educational progress, including social and behavior skills.
• Consider those skills that lead to independent living, including toileting, feeding, communicating, dressing, and other self-help skills.
• Depending on factors, such as a student’s age, ability, and the number of years the student has left in school, the areas of reading, math, and written language could be considered critical life skills.
ESY may be required when…
Regression / Recoupment
The IEP team determines whether, without these services, there is a likelihood of SUBSTANTIAL regression of skills caused by a school break and a failure to recover those lost skills in a reasonable time (i.e. within the first 9 weeks of school) following the school break.
Regression / Recoupment
• Guiding Questions
• Does the student need extensive review to demonstrate previously learned skills?
• What inconsistencies does the student demonstrate in mastered or partially acquired skills?
• Does the student demonstrate behaviors or deficits that would cause regression if breaks in programming occur?
• Is there a degenerative medical condition that might cause regression?
• Will a break in programming jeopardize the student's placement in the least restrictive environment (LRE)?
Regression / Recoupment
• All students typically experience some regression in skills during school breaks, but such losses would not be considered substantial.
• The students of concern are those who exhibit significant regression in what may be a critical goal/skill area(s) to the extent that there is a reasonable concern that they may not be able to regain their lost skills within a reasonable amount of time.
ESY may be required when . . .
Degree of Progress The IEP team reviews the student’s progress
toward the IEP goals on critical life skills and determines whether, without these services, the student’s degree or rate of progress toward those goals, objectives, or benchmarks will significantly jeopardize the student receiving benefit from his/her educational program during the regular school year.
ESY may be required when . . .
• Emerging Skills/Breakthrough Opportunities
• The IEP team determines whether any IEP goals targeting critical life skills are at a breakthrough point. When critical life skills are at this point, the IEP team determines whether the interruption in services and instruction on those goals, caused by the school break, is likely to significantly jeopardize the student receiving benefit from his/her educational program during the regular school year.
ESY may be required when . . .
Interfering Behaviors The IEP team determines whether, without ESY
services, any interfering behavior(s) such as ritualistic, aggressive or self-injurious behavior(s) targeted by IEP goals, have prevented the student from receiving benefit from his/her education program during the school year.
The IEP team also determines whether the interruption of programming which addresses the interfering behavior(s) is likely to significantly jeopardize the student receiving benefit from his/her educational programming during the next school year without ESY services.
ESY may be required when . . .
• Nature and/or Severity of the Disability
• The IEP team determines whether, without ESY services, the nature and/or severity of the student’s disability are likely to significantly jeopardize the student from receiving benefit from his/her educational program during the regular school year.
• If a student requires more consistent or highly-structured programming techniques due to the severity of the disability, the student may be more vulnerable to the loss of essential skills when the school program is interrupted for long periods of time.
• A student with severe disabilities may revert to lower-functioning levels or exhibit more behaviors which interfere with learning after a long break in programming.
ESY may be required when . . .
Special Circumstances or Other Factors
The IEP team determines whether, without ESY services, there are any special circumstances that will prevent the student from receiving benefit from his/her educational program during the regular school year.
ESY services are not…• Not granted solely on the basis of students not
achieving one or more IEP goals
• Not synonymous with summer school or to maximize educational opportunities
• Not based on the category of the student’s disability
• Not necessarily a continuation of the total IEP provided to a student with a disability during the regular school year
• Not an automatic program provision from year to year
• Not a service to be provided to maximize each students’ potential
Procedures
• Special education teachers conduct review of all students on their caseload
• Review student data to identify students who may require ESY
• Identify students whose IEP team deferred decision regarding ESY for a later date
• Prepare draft of Extended School Year Worksheet for consideration by IEP team• ESY Resource Guide for Teachers, pg. 7
Procedures
• Schedule IEP Meeting
• Meeting Notice – Check “Develop ESY IEP”• An IEP meeting should be held and appropriate
services proposed even if the parent indicates prior to the meeting that the student will not be available to attend ESY. If the parent refuses the IEP because the student will not be available, this should be documented in the PWN “Other relevant factors” section.
• Follow Checklist for ESY IEP • ESY Resource Guide for Teachers, pg. 8
Documentation
• Student requires ESY • Refer to p.10 of Resource Guide for IEP Online
Instructions when completing the following steps.• Document justification for services
• Identify appropriate goals from current IEP
• Determine amount, type and duration of ESY services, including related services that may be required
• Complete prior written notice related to IEP team proposal regarding ESY services
• Complete ESY Services Registration Form• ESY Resource Guide for Teachers, pg. 9
Documentation
• Student does not require ESY
• Complete “stand alone” prior written notice related to IEP team determination that student does not require ESY services
ESY Deadlines• All ESY decisions and IEPs must be completed by May 4, 2012.• All paperwork must be sent to the Office of Special
Education Services by May 11, 2012.• Missing the deadline for submitting paperwork impacts
transportation and staffing.• After the deadline, case managers and/or the Principal Designee
will be required to meet with the Director of Special Education, or designee, to submit ESY paperwork.
• Case managers will be responsible for communicating with parents if transportation cannot begin on July 9th due to late submission of paperwork.
• The principal, or designee, may be held responsible for securing qualified staff to deliver ESY services if paperwork is submitted after the established deadline.
Dates/Hours• July 9, 2012 – August 2, 2012*
• Preschool Hours – 9:00-11:00* Breakfast included
• Elementary Hours – 9:00-1:00* Breakfast and lunch included
• Secondary Hours – 9:00-11:00* Breakfast included
*Unless the IEP team determines a longerperiod of time is required
Locations
• Elementary (PreK-5)East Side- TBDWest Side- TBD
• Secondary (6-12)TBD
Activity
Review scenario Identify data that supports
consideration of ESY Draft Extended School Year
Worksheet based on data in scenario Share information with colleagues