Simsbury Public Schools

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					                                  Simsbury Public Schools
                                Department of Special Services
                             Extended School Year Services (ESY)

DEFINITION:             Extended School Year services (ESY) is an individualized program,
                        based on the previous year’s IEP goals and objectives offered to special
                        education students typically during summer vacation. The IEP Team
                        will decide the need for ESY services for each special education student.

PURPOSE:                The purpose of ESY is to prevent skill loss or regression in areas critical
                        to self-sufficiency. ESY services will be provided to prevent irreparable
                        harm to the student’s ability to maintain identified skills or behaviors.
                        ESY services are also provided if crucial skills will be lost without
                        instruction being provided during a critical learning period. ESY is
                        designed to maintain the current or “end of instructional period” level of
                        student skills and behaviors in areas crucial to reaching self-sufficiency.
                        New goals and objectives cannot be added for ESY implementation. The
                        ESY program must consist of activities developed to address skills based
                        on the current IEP.


These are mostly regression and non-regression factors which must be considered in deciding
whether or not a child may be eligible for extended school year services. Extended School Year
(ESY) originated with the concept that some students with disabilities suffer significant skill
losses over the summer and fail to regain those skills in a reasonable period of time in the next
school year. The loss of skills is termed regression, and re-learning those skills is termed

1. Nature and severity of student’s disability (Non-Regression). No particular group of
   students with disabilities will be considered to the exclusion of others. Decisions must be
   made on an individual basis. While “vulnerable” students can exist with students who have
   moderate disabilities, they are more likely to exist among the most severely disabled. A
   student, however, cannot be eligible for ESY based solely on the severity of the disability.
   The student must demonstrate a loss of crucial self-sufficiency objectives related to a break
   from school with little possibility of a reasonable recoupment period.

2. Student’s Progress in the Areas of Learning Crucial to Attaining Self-Sufficiency and
   Independence from Caretakers. (Non-Regression)

    Examples of Self-Sufficiency Goals are as Follows:

     Mobility and muscular control: sitting, standing, locomotion, ambulation with aids,
      orientation to physical surroundings
     Toileting: indicating need to use toilet, using toilet, wiping, flushing, hand washing
     Feeding and eating: feeding self, using utensils, drinking from cup or glass
     Dressing: putting simple clothing, removing simple clothing
     Communication: receptive language, expressive language
     Aggressive behavior that threatens the well-being of other students, others or property
     Communication difficulties resulting in grossly impaired, absent or bizarre speech
     Unusual or repetitive habits including self-stimulation, fetishes or attachments to odd
      objects that seriously interferes with learning
     Withdrawal or inattentive behavior including extreme withdrawal, lack of awareness of
      what is happening in the immediate surroundings, or demonstration of behavior not
      related to the situation.
     Extreme disruption of relationships with others, including extreme indifference or
      aversion to affection, inability to communicate basic needs, extremely inappropriate or
      bizarre relationships with others, and continuing to engage in behavior no longer
      appropriate to the situation
     Extreme reactions to the environment such as extreme anxiety reactions, catastrophic
      reactions to changes in the environment, inappropriate use of common objects, and
      inappropriate responses to simple verbal or nonverbal cues or symbols

3. The student’s stereotypic, ritualistic, aggressive or self-injurious interfering behaviors
   prevent the student from receiving some of the educational benefits which would be
   expected to result from the program during the school year. (Non-Regression)

4. Other special circumstances identified by the IEP team, such as: the ability of the student
   to interact with other non-disabled students; the areas of the student’s curriculum that need
   intensive attention in order for any progress to be make; the student’s vocational needs; or the
   availability alternative resources (Non-Regression)

5. The likelihood that the student will lose CRITICAL LEARNING SKILLS or fail to
   recover these skills within a reasonable time following an interruption in educational
   programming as compared to typical students (Regression, Recoupment)

    Many students regress to a lower functioning level over vacation periods. Both non-disabled
    and students with disabilities usually recover (recoup) skills to the level achieved previously
    in a short period of time. All students usually require some review and re-teaching. To be
    eligible for ESY, the student’s period of recoupment following the beginning of review and
    re-teaching must significantly exceed the following guidelines:

    Length of Break: 11-12 week summer break
    Approximate Average Recoupment Time: 4-6weeks or 20-30 instruction days

    CRITICAL LEARNING SKILLS refers to a student’s recent acquisition or breakthrough
    of a skill as identified in the student’s IEP which requires the need for further generalization
    (e.g. piece of assistive technology, speech, reading, etc.)


        CMT scores proficient or above in target areas
        Day care or respite care service
        Programs for maximizing the academic potential of a student with a disability
        A summer recreation program
        Provide opportunity for additional progress
        Continuation of IEP for 12 months for students who are not progressing
        Teaching student new skills
        Additional academics for low functioning students


Eligibility must be determined each year for individual students who may be eligible to receive
these services. The determination of whether or not a child will be eligible for an extended
school year program and the content and location of the program are generally discussed at the
annual review for the child. This should be done early enough and, if eligible, a program of
services offered to allow sufficient time for any dispute regarding the provision of services to be
resolved before the start of the extended school year program.


Data needs to be taken and recorded in some form, and presented in all cases of making
recommendations or refuting requests for ESY. Data should relate to the criteria listed above.