Extended School Year

Here are a few quick reminders and informational updates regarding ESY:

Case managers – please have your ESY determinations made and entered into the database by April 1st. (I realize that some annuals are yet to occur and you can address it then, but for those requiring an amendment because the annual has already passed, please be done by April 1st).

Case managers – please email Kelli Creglow with your predictions of which students you think will actually attend ESY. (As of right now there are only 29 students districtwide that we have completed registration forms for that indicated they are planning to attend ESY).

All Staff – If you submitted an interest form for working ESY, we will try to start making notifications by that first full week of April. I realize this is a bit later than normal, but with the low numbers being reported right now, we want to make sure the data is accurate before committing to staffing.

If you have questions or specific scenarios you want to discuss, please reach out to Kelli. Thank you.

ESY Timelines, Procedures, and Guidelines

Timelines / Procedures

• ESY determinations should be made approximately between Jan 1 and April 1. (First semester is too early to determine regression / recoupment, and first semester emerging skills can be addressed during second semester. April gives a parent enough time before ESY starts to challenge a decision if they decide the situation warrants it. April also enables us to count noses and plan for staffing.)
• If you held the annual during first semester and determined that ESY should be revisited, then reconvene and if appropriate, amend the IEP to determine ESY is necessary and select appropriate goals. If the annual is during second semester, just address ESY as part of the annual, as appropriate.
• DO NOT automatically select all goals for ESY. Make it a reasonable amount that can be worked on and connected to the rationale for which ESY was determined necessary. Remember ESY is only part-day for three weeks.

Guidelines

Historically, districts have considered factors such as regression or emerging skills (loss of skills or knowledge without ESY provision) or inordinate recoupment time (time to obtain previous skills or knowledge). However, current views on ESY focus on the provision of FAPE, and that districts should offer ESY services if the IEP team determines that they are necessary for the provision of FAPE.

Questions to consider

1. Given that all children experience some regression during the summer, will this student’s recoupment of skills at his/her instructional level require a significantly longer period of time that a typically developing peer?
2. Is the student able to complete IEP objectives without receiving ESY?
3. Has the student continued to progress academically from year to year despite the lack of summer school? (Not necessarily catch up to non-disabled peers)
4. Does the student routinely display a significant loss of critical skills following interruptions (e.g. school vacations) in instruction during the school year.
5. At the start of the school year, was the teacher able to begin instruction in critical skill areas at the level indicated on the IEP without ESY?

Session Dates, Staffing, and Locations

More information regarding ESY session dates and staffing will be sent out this month. ESY locations will be determined when school availability is confirmed.