Extended School Year (ESY) Services

January 1, 2018 | Author: Heather Mathews | Category: N/A
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Extended School Year (ESY) Services

 

 

June 3 – June 28, 2013  

        Patricia Ventura, Program Director Executive Director of Student Support Services

   

Table of Contents

Operations  

   

  Program  Sites       2012-­‐13  ESYP  Staff     Students’  Daily  Schedule  

     

     

     

     

     

     

     

Page  4   Page  5   Page  6  

Regulatory  Requirements    

 

 

 

 

 

 

 

Extended  School  Year  (ESY)  Information  for  Parents     Addressing  ESY  Services  On  SER         ESY  Forms               ESYS  Implementation  &  Evaluation          

       

       

       

Pages  15  –  16   Pages  17  –  27   Pages  28  –  40   Pages  41  –  46  

 

 

 

Page  47  

   

 

State  Regulations  Bulletin  1530  (§701  -­‐  §709)  

 

 

 

 

Pages  7  –  14  

Technical  Assistance  Documents            

References  

 

 

 

 

 

 

   

   

    2   SY  2012-­‐13   P.  Ventura    

Operations                   3   SY  2012-­‐13   P.  Ventura    

Program Sites  

Medard  H.  Nelson  Elementary  School:  Grades  K-­‐8

 

3121  St  Bernard  Ave,     New  Orleans,  LA  70119   (504)  943-­‐1311            

Lake  Area  New  Tech  Early  College  High  School:  Grades  9-­‐12

 

6026  Paris  Ave,     New  Orleans,  LA  70122   (504)  267-­‐8811        

 

Capital  One  –  New  Beginnings  Charter  School  Network  

 

2045  Lakeshore  Drive,     CERM  Building,  Suite  417   New  Orleans,  LA  70122   (504)  255-­‐6500  

    4   SY  2012-­‐13   P.  Ventura    

2012-13 ESYP Staff Nelson Site: Chantrece  Mitchell         Pamela  Douglas         Edmond  Jarrell       Joy  Garrison-­‐Harrison       Shalon  Matthews     Cynthia  Wells       Trina  Payne         Joan  Collins       Emma  Warren          

Site  Coordinator   Grades  K  –  2  Special  Education  Teacher   Grades  3  –  5  Special  Education  Teacher   Grades  6  –  8  Regular/Special  Education  Teacher     Grades  K  –  2  Para-­‐professional     Grades  K  –  2  Para-­‐professional   Grades  3  –  5  Para-­‐professional   Grades  6  –  8  Para-­‐professional   Grades  6  –  8  Para-­‐professional  

Lake Area Site: Kanitra  Caston-­‐Hill     Joan  Colin       Louis  Mallory       Harold  Nunnery   Tonya  Jourdan      

 

Site  Coordinator  

 

Grades  9  –  11  Special  Education  Teacher  

 

Grades  10  –  11  Special  Education  Teacher  

   

Grades  10  –  11  Para-­‐professional   Grades  10  –  11  Para-­‐professional  

Service Providers:   SUNS  Center  (Occupational  Therapy  &  Physical  Therapy)       Hubbard  &  Tennyson  (Speech  &  Language  Therapy)     Julie  Navar  (Adaptive  Physical  Education)     Jay  Palazzolo  (ESYP  Nurse)     Tonja  Jackson  (Counseling)     Wells  Transportation  Co.  (School  Bus  &  Lift  Services)    

 

5   SY  2012-­‐13   P.  Ventura    

Students’ Daily Schedule

Monday – Friday 8:00 am – 1:00 pm

Breakfast

8:00  a.m.  –  8:15  a.m.  

English  Language  Arts  (ELA)/Math  Sessions    

8:25  a.m.  –  11:55  a.m.  

Related  Services           Pull-­‐Out  Model          

During  ELA  &  Math  Sessions      

Lunch  

 

 

 

 

    Included  with  Non-­‐Disabled   Peers                                 12:00  noon  –  12:30  p.m.  

 

 

Enrichment  

 

 

 

 

 

 

12:35  p.m.  –  12:50  p.m.  

Dismissal    

 

 

 

 

 

 

12:50  p.m.  –  1:00  p.m.    

   

    6   SY  2012-­‐13   P.  Ventura    

Regulatory Requirements State Regulations Bulletin 1530 Chapter 7 (§701 - §709) In  addition  to  the  federal  requirements  incorporated  by  reference  in  34  CFR  300.106  (relating  to  extended  school  year   services),  public  schools  in  Louisiana,  including  charter  schools,  shall  adhere  to  the  following  standards:     Chapter  7.  

 

Extended  School  Year  Services  

§701.    Overview   A.   Extended  school  year  (ESY)  services  are  the  provision  of  special  education  and  related  services  to  students  with   disabilities  beyond  the  normal  school  year  of  the  LEA  .The  LEA  must  utilize  specific  eligibility  criteria  to  determine  the   need  for  extended  school  year  services  to  ensure  the  provision  of  FAPE.  Services  are  provided  in  accordance  with  an  IEP   and  at  no  cost  to  the  parents  of  the  student.   B.   Once  a  student's  extended  school  year  services  have  been  planned  through  the  IEP  process,  the  services  shall  be   implemented.  LEAs  should  provide  extended  school  year  instruction  in  a  location  that  is  the  least  restrictive   environment  option  for  that  student.  The  services  necessary  to  meet  the  goals  and  objectives  targeted  on  the  ESY   section  of  the  IEP  are  to  be  provided.   C.   Careful  documentation  should  be  kept  in  order  to  evaluate  the  student's  performance  and  progress  toward  the   completion  of  the  ESY  goals  and  objectives.  Accurate  records  of  student  performance  will  assist  the  IEP  Team  in  the   upcoming  school  year  to  continue  the  educational  program  with  a  minimum  of  interruption  and  disruption.   D.   Ongoing  student  performance  assessment  is  always  an  integral  part  of  any  educational  program,  and  it  should   be  documented  on  appropriate  data  collection  forms  (e.g.,  grade  book,  checklist,  task  analysis  form)  and  progress   reports.   AUTHORITY  NOTE:  

Promulgated  in  accordance  with  R.S.  17:1941  et  seq.  

HISTORICAL  NOTE:   2009).  

Promulgated  by  the  Board  of  Elementary  and  Secondary  Education,  LR  35:2344  (November  

§703.   Responsibilities   A.   The  IEP  Team  is  responsible  for  developing  the  extended  school  year  services  for  the  student.  The  IEP  Team  shall   consider  the  student's  educational  needs  according  to  the  criterion/criteria  by  which  that  student  qualified  for  ESY   services.  Throughout  the  planning  phase,  the  team  is  involved  in  a  very  individualized  decision-­‐making  process  based  on   the  student's  specific  needs  identified  throughout  the  regular  school  year  data  collection.     B.   At  the  IEP  Team  meeting,  the  IEP  Team  shall  discuss  any  and  all  pertinent  criterion/criteria  and  examine  student   performance  data.  The  IEP  Team  shall  consider  student  performance  on  critical  skills  as  they  relate  to  ESY  eligibility   criteria.     1.   The  decision  regarding  ESY  eligibility  should  not  be  made  before  January  1  of  the  current  school  year  unless   there  is  sufficient  data  to  make  that  decision  prior  to  January.   7   SY  2012-­‐13   P.  Ventura    

2.   Extended  school  year  services  shall  be  provided  only  when  a  student's  performance  data  indicate  that  the   services  are  necessary  for  the  provision  of  FAPE.     3.   The  LEA  may  not  limit  extended  school  year  services  to  particular  categories  of  disability;  or  unilaterally  limit  the   type,  amount,  or  duration  of  those  services.   C.  

ESY  services  are  available  for  students  who  meet  the  eligibility  criteria  and  meet  the  following  conditions:  

1.  

are  between  the  ages  3-­‐21;    

2.  

are  identified  with  a  disability  according  to  the  Bulletin  1508,  Pupil  Appraisal  Handbook;  and    

3.  

have  a  current  IEP.  

D.  

ESY  services  are:    

1.  

based  on  student's  unique  educational  needs;    

2.  

designed  to  address  critical  skills  of  the  student;    

3.  

tailored  to  fit  the  needs  of  each  qualifying  student;  therefore,  the  length  of  ESY  services  varies;    

4.  

considered  and  determined  on  a  yearly  basis;  and  

5.  

provided  sometimes  in  non-­‐traditional  settings.  

 

E.   All  LEAs  shall  utilize  the  specific  eligibility  criteria  to  determine  the  need  for  ESY  and  service  planning  guidelines   to  design,  implement  and  evaluate  the  extended  school  year  service  provided  to  the  student  by:     1.  

evidence  related  to  the  student  performance  of  critical  skills  as  it  relates  to  ESY  eligibility  criteria;  and,  

2.   the  probability  that  the  student  could  master/maintain  the  goals  and/or  objectives/benchmarks  stated  on  the   IEP  with  the  provision  of  ESY  services.     F.  

LEAs  should  continue  to  address  LRE  needs  of  the  student  in  the  implementation  of  ESY  services.  

AUTHORITY  NOTE:  

Promulgated  in  accordance  with  R.S.  17:1941  et  seq.  

HISTORICAL  NOTE:   2009).  

Promulgated  by  the  Board  of  Elementary  and  Secondary  Education,  LR  35:2344  (November  

§705.   ESY  Eligibility  Criteria   A.  

ESY  eligibility  criteria  shall  be  used  in  the  determination  of  eligibility  for  ESY  services.  

B.  

The  determination  of  eligibility  shall  be  made  prior  to  the  start  of  summer  ESY  services.    

C.   Three  criteria  are  used  to  determine  a  student's  need  for  ESY  services:  Regression-­‐Recoupment,  Critical  Point  of   Instruction,  and  Special  Circumstances.   1.  

Regression-­‐Recoupment  (R-­‐R)  Criterion  

8   SY  2012-­‐13   P.  Ventura    

a.   This  criterion  shall  be  applied  to  all  students  with  significant  cognitive  disabilities  or  who  functions  like  students   with  significant  cognitive  disabilities  at  all  ages  and  grade  levels,  including  preschool  aged  students.     b.  

This  criterion  should  be  considered  for  all  students  suspected  of  having  difficulty  with  recoupment  of  skills.  

  i.   When  the  IEP  Team  decides  to  monitor  a  student  using  Regression-­‐Recoupment  criterion  who  is  not   participating  in  LAA  1,  the  team  shall  target  specific  critical  goals  and/or  objective/benchmarks  on  the  IEP  as  a  basis  to   determine  eligibility  at  the  next  IEP.     c.  

Definitions  

  i.   Pattern  of  Regression-­‐Recoupment  Problems―following  a  break  in  instruction,  there  is  a  failure  to  regain   the  performance  level  for  an  objective/skill  such  that  the  highest  post-­‐break  score  is  lower  than  the  highest  pre-­‐break   score  for  any  objective  (i.e.,  critical  skill)  across  two  breaks  in  instruction.    

ii.  

Break  in  Instruction―a  break  of  at  least  five  instructional  days.  

  iii   Highest  Pre-­‐Break  Score―the  highest  score  (of  at  least  two  data  points)  in  the  two-­‐week  period   immediately  preceding  the  break  in  instruction.     iv.   Highest  Post-­‐Break  Score―the  highest  score  (of  at  least  two  data  points)  in  the  two-­‐week  period   immediately  following  the  break  in  instruction.   d.  

Steps  for  applying  the  R-­‐R  Criterion  

  i.   The  teacher/instructional  personnel  reviews  student  performance  data  before  and  after  a  minimum  of   two  breaks  in  instruction.  The  method  and  frequency  of  data  collection  will  depend  on  the  objectives/benchmarks.       ii.   Following  extended  breaks  in  instruction  (i.e.,  full  summer),  it  is  expected  the  student  will  recoup  the   skills  within  4  weeks.     iii.   The  teacher/instructional  personnel  determines  whether  there  is  a  regression-­‐recoupment  problem   such  that  the  highest  of  the  post-­‐break  score  is  lower  than  the  highest  of  the  pre-­‐break  score  for  “any”   objective/benchmark  and/or  break.     iv.   The  student  is  eligible  for  ESY  services  when  the  performance  data  demonstrates  a  pattern  of  problems   with  recouping  performance  on  any  objective/skill  across  any  two  breaks  within  the  current  IEP.   2.  

Critical  Point  of  Instruction  (CPI)  Criterion  

a.  

This  criterion  shall  be  considered  for  all  students.  

b.  

Definitions  

  i.   Critical  Point  of  Instruction-­‐1  (CPI-­‐1)―in  the  absence  of  extended  school  year  services,  the  student   would  be  at  risk  of  losing  general  education  class  time  or  increasing  special  education  service  time  because  of  a  lack  of   academic  or  social  skill  development.     ii.   Critical  Point  of  Instruction-­‐2  (CPI-­‐2)―in  the  absence  of  extended  school  year  services,  the  student   would  be  at  risk  of  losing  significant  progress  made  toward  acquisition,  fluency,  maintenance,  and/or  generalization  of   skills  relevant  in  the  pursuit  of  critical  life  areas  (i.e.,  self-­‐help,  community  access,  or  social/behavioral  skill  areas).   9   SY  2012-­‐13   P.  Ventura    

Behaviors  to  be  considered  for  CPI-­‐2  include  self-­‐injurious,  ritualistic,  and/or  aggressive  behaviors  that  negatively  impact   the  health,  well  being  and/or  delivery  of  instruction  to  the  student.     c.  

Steps  for  Applying  the  CPI  Criteria  

  i.   The  teacher/instructional  personnel  examines  student  performance  data  and  determines  whether  in  the   absence  of  extended  school  year  services,  the  student  would  be  at  risk  of  losing  general  education  class  time  or   increasing  special  education  service  time  because  of  a  lack  of  academic  or  social  skill  development  (CPI-­‐1)  or  would  be  in   danger  of  losing  significant  progress  made  toward  acquisition,  fluency,  maintenance,  and/or  generalization  of  skills   relevant  in  the  pursuit  of  critical  life  areas  (i.e.,  self-­‐help,  community  access,  or  social/behavioral  skill  areas)  (CPI-­‐2).     ii.   CPI-­‐1:  The  teacher/instructional  personnel  determines  that  the  student  is  projected  to  be  at  a  critical   stage  in  the  general  education  curriculum,  and  special  education  services  provided  during  an  extension  of  the  regular   school  year  will  allow  the  student  to  maintain  the  level  of  services  indicated  in  the  regular  year  IEP.     iii.   CPI-­‐2:  The  teacher/instructional  personnel  determine  that  the  student  will  require  extended  school  year   services  to  achieve  meaningful  benefit  in  the  goal  area.   (a).   Students  exhibiting  interfering  behaviors  and  qualifying  under  CPI-­‐2  should  have  a  goal  and/or   objectives/benchmarks  on  the  IEP  to  address  those  behaviors;  and  documentation  shall  include  a  description  of  the   behavior,  baseline  data,  copy  of  the  behavior  intervention  plan,  and  when  available,  a  copy  of  the  functional  behavior   analysis.     iv.   The  student  is  eligible  for  ESY  when  there  is  evidence  the  impact  of  providing  ESY  services  could  enable   the  student  to  maintain  and/or  achieve  grade-­‐level  expectations  and  reduce  the  loss  of  skill  acquisition,  fluency  and/or   maintenance.     3.  

Special  Circumstances  (SC)  Criterion  

a.  

Employment  

  i.   Students  ages  16-­‐21  shall  be  considered  for  ESY  services  when  there  is  documentation  (i.e.,  job   performance  data)  that  the  student  is  in  need  of  support  to  maintain  paid  employment.  Paid  Employment  refers  to  pay   commensurate/minimum  wage  or  has  an  alternate  wage  certificate  from  the  Department  of  Labor  to  be  paid  at  a   reduced  level.       ii.   A  written  statement  from  the  student's  employer  signifying  his  or  her  intention  to  employ  the  student   throughout  the  summer  months;  and      

iii.  

 a  current  IEP  with  goals  and  action  steps  targeted  for  transition  in  the  area  of  employment.  

  iv.   The  student  is  eligible  for  ESY  services  when  there  is  evidence  the  student  is  in  need  of  support  to   maintain  paid  employment  during  the  summer  months.   b.  

Transition  from  Early  Steps  to  Part  B  (Preschool)    

  i.   Students  transitioning  from  Early  Steps  to  Part  B  preschool  services  who  have  spring/summer  birthday   shall  be  considered  for  ESY  services.  

10   SY  2012-­‐13   P.  Ventura    

  ii.   The  student  is  eligible  for  ESY  when  there  is  evidence  from  the  performance  data  on  the  Individualized   Family  Service  Plan  (IFSP)  that  the  student  will  fail  to  maintain  performance  skills  and  will  regress  without  ESY  services.     c.  

Transition  to  Post-­‐school  Outcomes  

  i.   Students  who  have  a  transition  plan  and  who  are  expected  to  exit  the  LEA  at  the  end  of  the  school  year   shall  be  considered  for  ESY  services.  The  teacher/instructional  personnel  shall  examine  the  documentation  of  the   incomplete  action  steps  and  corresponding  goals  that  are  the  responsibility  of  the  LEA.     ii.   The  student  is  eligible  for  ESY  when  the  student  is  in  need  of  services  to  complete  the  action  steps  that   are  the  responsibility  of  the  LEA  that  are  not  expected  to  be  completed  by  the  end  of  the  student's  final  year  in  school.   d.  

Excessive  Absences  

  i.   A  student  with  a  disability  who  has  documented  absences  during  the  school  year,  in  excess  of  25  days,   for  health-­‐related  conditions  without  the  provision  of  hospital/homebound  services  and  who  has  failed  to  make   projected  progress  shall  be  considered  for  ESY  services.     ii.   A  student  is  eligible  for  ESY  services  when  there  is  evidence  that  failure  to  acquire  the  goals  and/or   objectives/benchmarks  will  seriously  jeopardize  the  overall  educational  progress  of  the  student;  and     iii.   the  ESY  services  could  have  a  significant  impact  on  the  student's  ability  to  make  progress  toward  the   acquisition  of  established  goals  and  objectives/benchmarks.   e.  

Extenuating  Circumstances  

  i.   There  may  be  unusual  situations  or  circumstances  when  ESY  services  may  be  needed,  but  the  student   does  not  meet  any  of  the  eligibility  criteria.       ii.   The  teacher/instructional  personnel  shall  use  professional  judgment  to  make  the  decision  whether  the   student  needs  ESY  services  in  order  to  receive  FAPE.  The  teacher/instructional  personnel  shall  determine  if  a  break  in   instruction  will  negatively  impact  or  cause  the  student  to  lose  skills  that  will  restrict  the  student's  ability  to  function  as   independently  as  possible.    

iii.  

Two  steps  to  determine  eligibility  for  an  extenuating  circumstance  are:    

(a).  

consider  the  previously  described  ESY  eligibility  criteria,  and    

(b).  

determine  there  is  a  need  for  ESY  services  through  the  examination  of  student  performance  data.    

AUTHORITY  NOTE:  

Promulgated  in  accordance  with  R.S.  17:1941  et  seq.  

HISTORICAL  NOTE:   2009).  

Promulgated  by  the  Board  of  Elementary  and  Secondary  Education,  LR  35:2344  (November  

§707.   ESY  Eligibility  Determination   A.   The  ESY  eligibility  decision  for  each  student  is  to  be  made  between  January  1  and  the  onset  of  ESY  services  for   the  current  school  year  unless  there  is  sufficient  data  to  make  that  decision  prior  to  January.   B.  

After  examining  the  student's  performance  data  one  of  the  following  decisions  shall  be  made:     11  

SY  2012-­‐13   P.  Ventura    

1.  

the  student  is  eligible  for  services;  

2.  

the  student  is  eligible  for  services,  and  the  parent  declines;    

3.  

the  student  is  ineligible  for  services;  or  

4.  

ESY  determination  of  eligibility  will  be  made  later  during  the  same  school  year.  

C.  

When  the  student  is  determined  eligible  for  ESY  services,  the  team  must  complete  the  ESY  form  of  the  IEP.    

D.   When  the  IEP  Team  decides  not  to  make  a  determination  it  shall  be  documented  on  the  IEP  and  the  ESY  decision   must  be  prior  to  the  start  of  ESY  services.     E.   When  the  student  is  determined  ineligible  for  ESY  services  based  on  student  performance  data,  the  parents   must  receive  notification  of  the  determination  and  informed  of  their  due  process  rights  and  procedures.   F.   When  consensus  regarding  ESY  eligibility  or  services  cannot  be  reached  and  the  parents  disagree  with  the   decision,  the  parents  shall  be  informed  of  their  due  process  rights  and  procedures.   G.   If  the  parents  of  a  student  with  disabilities  decline  extended  school  year  services,  this  does  not  affect  other  IEP   services.  ESY  does  not  apply  to  students  who  are  gifted  and/or  talented  or  students  on  Services  Plans.     AUTHORITY  NOTE:  

Promulgated  in  accordance  with  R.S.  17:1941  et  seq.  

HISTORICAL  NOTE:   2009).  

Promulgated  by  the  Board  of  Elementary  and  Secondary  Education,  LR  35:2346  (November  

§709.   Provision  of  ESY  Services   A.   It  is  the  responsibility  of  the  special  education  administration  to  schedule  the  specific  days  of  the  week  and  the   beginning  and  ending  date  options  to  accommodate  each  student's  ESY  services.  As  indicated  throughout  this  process,   duration  is  based  on  the  individual  needs  of  the  student.   1.   Regression-­‐Recoupment  Criterion  (R-­‐R).  The  emphasis  will  be  on  the  maintenance  of  essential  skills.  The  breaks   between  ESY  and  the  regular  school  year  should  not  exceed  the  break  periods  upon  which  the  student  qualified  for  ESY   services.   2.   Critical  Point  of  Instruction  1  (CPI-­‐1).  The  emphasis  will  be  on  the  skills  the  student  needs  in  order  to  prevent  loss   of  general  education  time  or  to  prevent  an  increase  in  special  education  service  time.  The  length  of  time  will  be  based   on  the  number  of  skills  the  student  must  acquire  to  maintain  his  LRE.   3.   Critical  Point  of  Instruction  2  (CPI-­‐2).  The  emphasis  is  on  acquisition  or  maintenance  of  critical  skills.  The  number   of  sessions  per  week  will  be  dependent  upon  whether  the  specific  student  needs  acquisition  or  maintenance.   Acquisition  programs  are  usually  shorter  with  more  sessions  per  week,  while  maintenance  programs  are  often  longer  in   duration  with  fewer  sessions  per  week.   4.   Special  Circumstances  (SC).  The  emphasis  of  the  ESY  services  is  on  mastery  of  specifically  targeted  goals  and   objectives  to  assist  in  ensuring  the  student  will  be  on  track  to  achieve  his  or  her  measurable  annual  goals.  The   sessions/week  and  duration  of  the  extended  school  year  services  will  depend  upon  which  and  how  many  goals  and   objectives  have  been  targeted  and  the  lack  of  expected  progress  toward  the  achievement  of  the  annual  goals  during  the   last  school  year.   12   SY  2012-­‐13   P.  Ventura    

B.  

The  focus  of  a  student's  ESY  services  would  be  based  on  the  needs  identified.    

1.   The  IEP  Team  determines  the  services  the  student  will  need  to  receive  during  the  extended  school  year  and   which  personnel  will  be  needed  to  provide  the  services.   2.   Not  all  students  need  the  same  program  length.  Extended  school  year  services  are  an  individual,  student-­‐based   decision.   3.   There  is  no  minimum  or  maximum  number  of  goals  and  objectives  to  be  identified  for  ESY  instruction.  The   number  of  objectives  identified  for  ESY  instruction  is  based  on  individual  student  needs.  The  major  purpose  of  ESY   services  is  to  extend  instruction  from  the  regular  school  year  to  maintain  FAPE.  The  ESY  is  not  a  program  aimed  at   remediating  all  areas  of  deficit.   a.   If  the  IEP  Team  determines  that  a  new  goal  and/or  objectives  are  needed  for  ESY,  then  the  IEP  shall  be  amended   and  a  new  goal  and/or  objective  written.   C.  

Location  

1.   The  IEP  Team  discusses  the  location  where  the  ESY  service  should  take  place  to  implement  each  ESY  goal  and/or   the  objectives/benchmarks.  One  or  more  locations  may  be  recommended.  The  LEA  shall  determine  the  most  reasonable   location(s)  for  the  provision  of  ESY  services.     a.  

When  the  location  selected  is  home,  indicate  the  number  of  minutes  under  Community  on  the  time-­‐frame  grid.    

D.  

Date  ESY  to  Begin  

1.   The  amount  or  duration  of  ESY  services  cannot  be  unilaterally  limited  for  all  students.  When  planning  ESY   services,  it  would  be  appropriate  to  consider  the  LEA's  summer  calendar.  When  the  LEA's  summer  calendar  is  not   available  at  the  time  of  the  IEP  Team  meeting  where  ESY  services  are  being  discussed,  the  team  may  estimate  the  date   to  begin  based  on  the  duration  of  services  determined  to  be  needed  by  the  student.   a.   The  IEP  Team  should  discuss  conflicts  that  could  interfere  with  the  student's  attendance  during  the  ESY.  For   example,  there  may  be  a  family  vacation  or  surgery  scheduled.  This  information  should  be  taken  into  account  in   scheduling  the  student's  ESY  services.   b.   When  a  student  meets  eligibility  criteria  for  ESY  services  under  R-­‐R,  the  breaks  between  regular  school  year  and   ESY  services  should  not  exceed  the  break  periods  used  to  determination  eligibility.     E.  

Duration    

1.  

The  length  of  time  ESY  services  is  provided.    

2.   The  criteria/criterion  by  which  the  student  was  determined  eligible  and  the  goals  and/or  objectives/benchmarks   chosen  to  be  addressed  during  the  ESY  services  should  dictate  the  duration  of  services.     F.  

Progress  Reports  

1.   LEAs  shall  ensure  that  instructional  personnel  measure  and  report  student  outcomes.  The  student's  progress   toward  achieving  the  measurable  goal(s)  during  ESY  services  shall  be  recorded  on  the  ESY  form.  A  copy  of  the  form  with   student  progress  indicated  shall  be  sent  to  the  parents  within  ten  business  days  after  the  completion  of  ESY  services.   13   SY  2012-­‐13   P.  Ventura    

2.   A  copy  of  the  ESY  form  with  the  completed  progress  report  information  shall  be  placed  in  the  student's  IEP   folder.     G.  

Transportation  

1.   Transportation  shall  be  offered  when  necessary.  As  with  other  services,  the  IEP  Team  should  recommend   transportation  services  in  the  least  restrictive,  most  appropriate  mode  available.  The  transportation  recommended  shall   be  reasonable  and  at  no  cost  to  the  parents.  Mileage  reimbursement  may  be  used  as  a  transportation  option  only  when   the  parents  are  willing  to  transport  their  child.   2.   There  may  be  cases  in  which  students  shall  remain  at  a  site  longer  than  the  time  indicated  on  the  ESY  form  of   the  IEP  because  of  transportation  limitations.  When  this  is  the  case,  the  student  shall  be  supervised  at  all  times.  The   student's  need  to  remain  at  the  site  because  of  transportation  limitations  shall  be  indicated  in  the  comment  box  on  the   ESY  form.     H.  

Evaluation  

1.  

LEAs  shall  evaluate  ESY  services  outcome  data  to  determine  overall  effectiveness.    

a.  

Effectiveness  should  be  reflected  in  the  match  between  the  needs  of  the  student  and  the  services  provided.  

b.   Effectiveness  should  be  reflected  in  the  criteria  by  which  the  students  were  determined  to  be  eligible  and   whether  the  students  mastered  or  maintained  the  goals/objectives/benchmarks  chosen  during  the  delivery  of  ESY   services.     c.  

Effectiveness  is  evaluated  from  the  individual  student  perspective,  as  well  as  system-­‐wide.  

d.  

Program  operations  should  be  examined  to  determine  the  effectiveness  of  the  ESY  services.  

AUTHORITY  NOTE:  

Promulgated  in  accordance  with  R.S.  17:1941  et  seq.  

HISTORICAL  NOTE:   2009).  

Promulgated  by  the  Board  of  Elementary  and  Secondary  Education,  LR  35:2346  (November  

                  14   SY  2012-­‐13   P.  Ventura    

Technical Assistance Documents: Extended School Year (ESY) Information for Parents What  is  Extended  School  Year?     Extended  School  Year  (ESY)  services  are  special  education  and  related  services  provided  to  students  with  disabilities   beyond  the  regular  180-­‐day  school  year.  The  Individuals  with  Disabilities  Education  Act  (IDEA),  the  federal  special   education  law,  says  that  school  districts,  intermediate  units,  and  charter  schools  must  provide  extended  school  year   services  if  a  student  needs  these  services  to  receive  a  free  appropriate  public  education  (FAPE).  In  some  cases,   interruptions  in  the  school  schedule,  such  as  summer  break,  will  result  in  children  with  disabilities  losing  many  of  their   basic  skills  and  taking  a  long  time  to  get  those  skills  back  once  school  begins  again.  ESY  services  are  provided  during   breaks  in  the  educational  schedule  to  prevent  this  loss.     What  is  not  ESY?     Extended  School  Year  services  are  not  day  care  or  respite  services.  They  are  not  a  summer  recreation  program  or  other   programs  or  services  which  are  not  required  to  ensure  the  provision  of  a  free,  appropriate  public  education  (FAPE)  to  a   student  —  even  if  they  provide  some  educational  benefit.     Who  decides  if  a  student  with  a  disability  gets  ESY  services?     Every  student  with  a  disability,  who  qualifies  for  special  education,  has  an  individual  education  program  (IEP).  It   describes  the  programs  and  services  necessary  for  a  free  appropriate  public  education.  This  plan  is  written  at  a  meeting   of  the  IEP  team  that  is  made  up  of  the  student’s  parents,  teachers  and  other  educatioeducational  professionals.  One  of   the  issues  discussed  and  decided  upon  at  the  IEP  meeting  is  whether  or  not  the  student  needs  ESY  services  as  part  of  the   special  education  program.  Extended  School  Year  must  be  considered  each  year  for  every  child  with  a  disability  at  the   IEP  meeting,  not  just  for  students  with  certain  categories  of  disability  or  those  with  severe  disabilities.   What  is  the  ESY  decision  based  on?     The  IEP  team  makes  its  decision  about  providing  ESY  services  by  looking  at  information  about  the  student’s  performance   that  has  been  gathered  all  year.  Some  of  this  information  measures  student  achievement  before  and  after  breaks  from   school.  The  team  can  also  gather  information  from  teachers’  and  parents’  observations  of  the  student’s  behavior  and   skills  before  and  after  breaks.  Medical  or  other  agency  reports  can  also  be  accessed.  The  team  needs  to  look  at  factors   like:     ■  Will  the  student  regress  (revert  to  a  lower  level  of  functioning)  in  skills  or  behaviors  as  a  result  of  an  interruption  in   educational  programming?     ■  Will  the  student  take  a  long  time  to  recoup  (recover)  the  skills  or  behavior  patterns  that  were  lost  during  a  break  in   educational  programming?     ■  Will  a  pattern  of  difficulties  with  regression  and  recoupment  make  it  unlikely  that  a  student  will  maintain  the  skills  and   behaviors  relevant  to  IEP  goals  and  objectives?     15   SY  2012-­‐13   P.  Ventura    

■  Will  a  lapse  in  services  substantially  reduce  a  student’s  chances  of  ever  learning  a  critical  life  skill  or  behavior  related   to  the  IEP?     ■  Is  the  student  at  a  crucial  stage  in  mastering  a  life  skill  that  is  related  to  the  IEP  goals  of  self-­‐sufficiency  and   independence  from  caregivers?     ■  Does  the  student  have  a  severe  disability  such  as  autism/pervasive  developmental  disorder,  a  serious  emotional   disturbance,  severe  mental  retardation,  degenerative  impairments  with  mental  involvement  or  severe  multiple   disabilities?     No  one  factor,  however,  can  be  used  to  determine  eligibility  for  ESY  services.     Which  services  will  be  provided  during  Extended  School  Year?     The  IEP  team  will  determine  which  services  and  how  much  of  these  services  will  be  provided  during  the  extended  school   year.  The  team  may  decide  that  the  student  will  continue  all  the  services  received  during  the  regular  school  year,  or  it   may  decide  that  the  student  will  only  receive  a  portion  of  services  or  one  specific  service.  This  decision  is  based  on  the   need  of  each  student.     Where  will  ESY  be  provided?     The  IEP  team  determines  where  ESY  will  be  provided.  It  can  be  provided  at  many  different  places,  like  in  school  or  at  a   job  site.  It  is  always  provided  in  the  least  restrictive  environment  (lRE)  that  is  appropriate  for  the  student.  This  means   that  the  student  with  disabilities  is  placed  in  the  situation  that  allows  opportunities  to  be  with  students  who  are  not   disabled.     What  is  the  ESY  decision  based  on?     The  IEP  team  makes  its  decision  about  providing  ESY  services  by  looking  at  information  about  the  student’s  performance   that  has  been  gathered  all  year.  Some  of  this  information  measures  student  achievement  before  and  after  breaks  from   school.  The  team  can  also  gather  information  from  teachers’  and  parents’  observations  of  the  student’s  behavior  and   skills  before  and  after  breaks.  Medical  or  other  agency  reports  can  also  be  accessed.  The  team  needs  to  look  at  factors   like:     ■  Will  the  student  regress  (revert  to  a  lower  level  of  functioning)  in  skills  or  behaviors  as  a  result  of  an  interruption  in   educational  programming?     ■  Will  the  student  take  a  long  time  to  recoup  (recover)  the  skills  or  behavior  patterns  that  were  lost  during  a  break  in   educational  programming?     ■  Will  a  pattern  of  difficulties  with  regression  and  recoupment  make  it  unlikely  that  a  student  will  maintain  the  skills  and   behaviors  relevant  to  IEP  goals  and  objectives?     ■  Will  a  lapse  in  services  substantially  reduce  a  student’s  chances  of  ever  learning  a  critical  life  skill  or  behavior  related   to  the  IEP?     ■  Does  the  student  have  a  severe  disability  such  as  autism/pervasive  developmental  disorder,  a  serious  emotional   disturbance,  severe  mental  retardation,  degenerative  impairments  with  mental  involvement  or  severe  multiple   disabilities?     16   SY  2012-­‐13   P.  Ventura    

Addressing ESY Services on SER

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ESY Forms

28   SY  2012-­‐13   P.  Ventura    

LETTER OF EXTENDED SCHOOL YEAR SERVICES (ESYS) INELIGIBILITY DETERMINIATION (Revised 2009) Date RE:

Preliminary Determination of INELIGIBILITY for ESYS

Dear Parent[s]: As a student receiving special education services, your child ____________________ is considered for needing extended school year services (ESYS) to ensure the provision of a free appropriate public education. During the current school year, data and information have been collected on your child to examine the need for extended school year services. An initial review of the data indicates that your child does not meet the criteria for ESYS and appears to be ineligible to receive extended school year services this year. HOW WAS THIS DATA COLLECTION CONDUCTED? To make this preliminary determination, your child’s teacher and/or related service personnel (e.g. physical therapist, social worker, etc,) reviewed data from these sources: _____ your child’s evaluation/re-evaluation _____ your child’s current IEP _____ your child’s current functional behavioral assessment _____ your child’s behavior support plan and related data _____ your child’s class work and test scores _____ your child’s progress reports _____ your child’s progress toward grade level expectations _____ your child’s action steps on the transition plan _____ other [please describe] ____________________________________________ ____________________________________________ The data collected was then applied to the ESY Services eligibility criteria listed below in accordance with previous discussions during your child’s annual IEP meeting, and based upon your child’s current educational needs. _____ _____ _____ _____ _____ _____ _____

Regression-Recoupment Critical Point of Instruction -1 Critical Point of Instruction -2 Employment Transition from Early Steps to Part B Preschool Transition to Post School Outcomes Excessive Absences

Attached to this letter is a photocopy of the ESYS Criteria Documentation Form that was completed using the above collected data/information. WHAT IF YOU DISAGREE WITH THE PRELIMINARY DETERMINATION? Participation in ESYS is ultimately an IEP Team decision. Please be aware that you are entitled to an IEP meeting to discuss this data/information and review the preliminary ESYS eligibility determination. If you disagree with the preliminary determination that your child is ineligible, you can request a meeting to discuss the process used and/or the data collected. Please contact either your child’s teacher or the _______ School System at _______to request an IEP meeting. You are also free to call your child’s teacher to simply discuss the process or the related data.

29   SY  2012-­‐13   P.  Ventura    

LETTER OF EXTENDED SCHOOL YEAR SERVICES (ESYS) ELIGIBILITY DETERMINATION AND SCHEDULE OF IEP MEETING Date RE:

Preliminary Determination of ELIGIBILITY for ESYS

Dear Parent[s]: As a student receiving special education services, your child ____________________ is considered for needing extended school year services (ESYS) to ensure the provision of a free appropriate public education. During the current school year, data and information have been collected on your child to examine the need for extended school year services. An initial review of the data indicates that your child does meet the criteria for ESYS and is eligible to receive ESY services this year. HOW WAS THIS DATA COLLECTION CONDUCTED? To make this preliminary determination, your child’s teacher and/or related services personnel (e.g. physical therapist, social worker, etc.) reviewed data from these sources: _____ your child’s evaluation/re-evaluation _____ your child’s current IEP _____ your child’s current functional behavioral assessment _____ your child’s behavior support plan and related data _____ your child’s class work and test scores _____ your child’s progress reports _____ your child’s progress toward grade level expectations _____ your child’s action steps on the transition plan _____ other [please describe]

The data collected was then applied to the ESYS eligibility criteria listed below in accordance with previous discussions during your child’s annual IEP meeting, and based upon your child’s current educational needs. _____ _____ _____ _____ _____ _____ _____

Regression-Recoupment Critical Point of Instruction -1 Critical Point of Instruction -2 Employment Transition from Early Steps to Part B Preschool Transition to Post School Outcomes Excessive Absences

At the upcoming IEP meeting, the Team will review and discuss the data collected and the ESYS Criteria Documentation Form(s) that was/were completed. WHAT HAPPENS NEXT? Participation in ESY Services is always an IEP Team decision, and the Team must meet to determine the services your child will receive and which personnel will be needed during this extension of the school year. The IEP Team will also target the goals and objectives from the current IEP that have been identified as critical skills needing further instruction. Finally, the IEP Team will determine the amount, duration, and scope of ESY services which means the number of days per week the number of hours per day, and the total number of weeks of your child's ESY.

30   SY  2012-­‐13   P.  Ventura    

The persons attending and participating in your child’s IEP meeting will include: Position/Title Name Officially Designated Representative of LEA (School System) ____________________________ Your Child's Teacher Parent(s) Other(s) Your attendance and participation at the IEP Team meeting are important to the process of developing the extended school year instructional plan. We ask that your child attend the meeting, unless you choose not to have him/her present. You may also take other persons with you to assist in planning your child's ESY services. Please meet as a member of the IEP Team on (Date) (Time) . If this time is inconvenient or if you have further questions concerning

at

(Place) the ESY Services please contact

at

.

Please indicate below whether you plan to attend the IEP meeting as scheduled or/whether you need to reschedule. Enclosed is a copy of procedural safeguards. Please review to protect the rights of you and your child. Please return this form within three (3) days to your child's teacher. I plan to attend the IEP Team meeting at the time and place indicated. I am unable to attend the IEP Team meeting at the time and place indicated. The best day and time for me is Date/Time ___

I am unable to attend the IEP Team meeting scheduled, in person, but I would still like to participate by telephone conference. Please call me at ( ) at the date and time specified. I have received a copy of Louisiana’s Educational Rights of Children with Disabilities. Note: Parent(s)/guardian(s) of a child with a disability should receive a copy annually, as well as (1) the first time the child is referred for evaluation; (2) the first time a complaint is filed; (3) whenever a parent asks for a copy

___

I decline the offer for Extended School Year Services for this coming summer.

Signature of Parent

Date

 

31   SY  2012-­‐13   P.  Ventura    

Extended School Year Services (ESYS) Criteria Documentation Form (Revised 2009) Student: _______________________Current IEP Date: ________________ School/LEA:______________________ Instructions: Check the box in front of each criterion considered for ESYS. For each of the considered criterion, check those boxes to reflect evidence in the student’s file considered to support eligibility or ineligibility. If all ‘yes’ boxes in bold under a criterion are checked, the student is eligible.

 Regression-Recoupment  Eligible  Not eligible  Yes  No There are essential objectives or skills targeted. Break 1  Yes  No  Yes  No  Yes  No

Break 2  Yes  No  Yes  No  Yes  No

The break is a minimum of 5 consecutive instructional days. There are at least 2 pre-break data scores for each targeted goal/ benchmark/ objective or skill. There are at least 2 post-break data scores for each targeted goal/benchmark/ objective or skill.

 Yes 











 No There is a pattern of regression-recoupment problems for the targeted goal/benchmark/objective or skill such that the highest post-break score is lower than the highest pre-break score for both breaks for at least one targeted goal/benchmark/objective or skill. Critical Point of Instruction-1  Eligible  Not eligible  Yes  No The student receives some/any instruction in general education classes.  Yes  No Current performance data indicate that the student will lose time in general education classes or that the student will need an increase in special education service time.  Yes  No ESY services would allow the student to maintain and/or achieve grade-level expectations or maintain the level of services indicated on the current IEP. Critical Point of Instruction-2  Eligible  Not eligible  Yes  No There are goals/benchmarks/objectives in the critical life areas for the student.  Self-help,  Social-behavioral, or  Community access  Yes  No There are data regarding the student’s current performance on these skills that indicate the student is at a critical stage of making significant progress toward the acquisition, fluency, maintenance and /or generalization of skills.  Yes  No The data and information support the probability that ESY services could reduce the loss of skill acquisition, fluency and /or maintenance and cause the student to achieve meaningful benefit in the goal area. Employment  Eligible  Not eligible  Yes  No The student is between 16 and 22 years and current IEP goals and action steps are targeted for transition in the area of employment.  Yes  No Performance data indicate that the student will need support to maintain the paid employment throughout the summer.  Yes  No The employer provided a written statement indicating the intention to employ the student throughout the summer. Transition from Early Steps to Part B Preschool  Eligible  Not eligible  Yes  No The student’s third birthday occurred in spring or summer.  Yes  No There are performance data from the student’s IFSP indicating that critical performance goals/ benchmarks/ objectives or skills on the IEP may be lost or not maintained.  Yes  No ESYS could have a significant impact on the student’s ability to maintain skills deemed critical on the IEP. Transition to Post School Outcomes  Eligible  Not eligible  Yes  No The student is expected to exit the LEA at the end of the school year.  Yes  No There is a list of incomplete action steps and corresponding objectives that are the responsibility of the LEA.  Yes  No The student needs transition services during the summer months for these action steps to be completed. Excessive Absences  Eligible  Not eligible  Yes  No There is verification of more than 25 days for health related absences (without hospital/homebound services).  Yes  No There are data of the student’s lack of progress on essential skills as a result of the health-related absences.  Yes  No ESYS could have a significant impact on the student’s ability to make continued progress toward the acquisition of high priority goals/benchmarks/objectives.

Teacher of Record

Signature (Attach to Parent Notification Ineligibility Letter)    

Date

  32   SY  2012-­‐13   P.  Ventura    

EXTENDED SCHOOL YEAR SERVICES SCREENING ELIGIBILITY - FORM A DETERMINATION SUMMARY SCHOOL: CURRENT DATE: List each student on your class roster and indicate the final ESY eligibility decision and the date that decision was made. Return to the Special Education Central Office. STUDENT NAME

DOB

√ IF INELIGIBLE

√ IF ELIGIBLE

√ IF ELIGIBLE, PARENT DECLINED

DATE OF DECISION

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16

33   SY  2012-­‐13   P.  Ventura    

(continued) STUDENT NAME

DOB

√ IF INELIGIBLE

√ IF ELIGIBLE

√ IF ELIGIBLE, PARENT DECLINED

DATE OF DECISION

17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.

Signature verifies completion of ESYS Eligibility Decisions. Teacher Signature Date Received by Student Support Services Network Office:

34   SY  2012-­‐13   P.  Ventura    

EXTENDED SCHOOL YEAR SERVICES SCREENING ELIGIBILITY - FORM B CRITERIA SUMMARY SCHOOL: CURRENT DATE: For the students determined eligible on Form A, write the names of those students below. Indicate the area(s) in the appropriate column(s) by which the student qualified. Attach the form(s) that document(s) your decisions. Return to the Special Education Central Office. CRITERIA

Student's Name

RegressionRecoupment

Critical Point of Instruction (Indicate 1 or 2)

Employment

Transition from Early Steps to Preschool

Transition to Post School Outcomes

Excessive Absences

Extenuating Circumstances

Signature verifies completion of ESYS Eligibility Decisions. Teacher Signature Date Received by Student Support Services Network Office: 35   SY  2012-­‐13   P.  Ventura    

CRITICAL POINT OF INSTRUCTION DOCUMENTATION FORM Revised 2009 Student Name

______

Teacher Name ___________________________

For Critical Point of Instruction 1:  Yes

 No

The student receives some/any instruction in general education classes.

 Yes

 No

Present conditions make it likely that the student will lose time in general education classes or that the student will need an increase in special education support/service time. If yes, describe:

 Yes

 No

ESY services are likely to prevent the student from losing the general education class(es) time or increasing special education service time. Describe why or why not:

For Critical Point of Instruction 2:  Yes

 No

There is a list of skills/objectives considered to be critical or important for the student.  Self-help,



Social-behavioral, or 

Community access

 Yes

 No

There are data regarding the student’s current performance on these skills that indicate the student is at a critical stage of making significant progress toward the acquisition, fluency, maintenance and/or generalization (A,F,M,G) of these skills AND

 Yes

 No

The data and information support the probability that the student could master/maintain the skill(s)/objective(s) if provided ESY instruction and would not master/maintain the skill if ESY services were withheld.

CRITICAL SKILL(S) FROM CURRENT IEP

CURRENT PERFORMANCE

PROGRESS: Circle A F M G

IMPACT OF PROVIDING ESY SERVICES

36   SY  2012-­‐13   P.  Ventura    

EMPLOYMENT DOCUMENTATION FORM Revised 2009 Student Name

Teacher Name

 Yes  No

Does the student have IEP goals and action steps targeted for transition in the area of employment?

 Yes  No

Will the student be employed throughout the summer months? (Attach the employer's written intention to continue employment during the summer months.)

 Yes  No

Is the student in need of services to maintain the paid employment? If yes, please describe the need for service during the summer:

Employment Related Goals or Action Steps

Current Job Performance

Describe Need For Support

Comments:

37   SY  2012-­‐13   P.  Ventura    

TRANSITION FROM EARLY STEPS TO PRESCHOOL DOCUMENTATION FORM Revised 2009 Student Name

Teacher Name _________________________

 Yes



No The student’s third birthday occurred in the spring or summer.

 Yes



No There are performance data from the student’s IFSP indicating critical goals/benchmarks/objectives or skills on the current IEP may be lost or not maintained.

CRITICAL GOALS/ BENCHMARKS/ OBJECTIVES OR SKILLS ON THE IEP

PERFORMANCE DATA FROM THE IFSP

Comments:

38   SY  2012-­‐13   P.  Ventura    

TRANSITION TO POST-SCHOOL OUTCOMES DOCUMENTATION FORM Revised 2009 Student Name

Teacher Name

 Yes

 No

The student is expected to exit the LEA at the end of the school year.

 Yes

 No

There is a list of incomplete action steps and corresponding goals that are the responsibility of the LEA.

 Yes

 No

The student needs transition services during the summer months for these action steps to be completed.

Incomplete Action Steps

Corresponding Goals

Describe the Steps that Need to be Completed.

Comments:

39   SY  2012-­‐13   P.  Ventura    

EXCESSIVE ABSENCES DOCUMENTATION FORM Revised 2009 Student Name

Teacher Name _________________________

 Yes



No There is verification of more than 25 days for health related absences (without hospital/homebound services).

 Yes



No There are performance data on the student’s lack of progress on established goals and objectives as a result of the health-related absences.

Describe the lack of progress on high priority goals and objectives.

Describe significant impact of providing ESY services on the student's ability to master high priority goals and objectives.

Comments:

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ESYS Implementation & Evaluation

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Student Programming

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Program Evaluation 43   SY  2012-­‐13   P.  Ventura    

ESYS Eligibility Monitoring Checklist 2010 Student: Teacher: School/LEA: Date: Instructions: Check the box in front of each criterion considered for ESYS. For each of the considered criterion, check the corresponding box to indicate whether the screening resulted in the student being eligible or not eligible. Check the boxes to reflect evidence necessary for eligibility. Circle eligible, not eligible or insufficient data based on the evidence provided in the student file. To be eligible under a given criterion, all ‘yes’ boxes under that criterion should be checked.  Regression-Recoupment  Eligible  Not eligible  Insufficient Data  Yes  No The student has a Significant Cognitive Disability of (underline): Moderate, Severe, Profound, Multi, or Preschool  Yes  No There are essential objectives targeted. Break 1  Yes  No The first break is a minimum of 5 consecutive instructional days.  Yes  No There are 2 pre-break data scores for each objective.  Yes  No There are 2 post-break data scores for each objective.  Yes  No The last post-break score occurs within 2 weeks after the break (3 weeks for objectives with data collected twice a week). Break 2  Yes  No The second break is a minimum of 5 consecutive instructional days.  Yes  No There are 2 pre-break data scores for each objective.  Yes  No There are 2 post-break data scores for each objective.  Yes  No The last post-break score occurs within 2 weeks after the break (3 weeks for objectives with data collected twice a week).  Yes  No There is a pattern of regression-recoupment problems for the targeted objectives such that the 2 pre-break scores are higher than all 2 post-break scores for both breaks for at least one targeted objective  CPI-1  Yes  Yes

 No  No

 Yes

 No

 CPI-2  Yes

 No

 Yes

 No

 Yes

 No

 Employment  Yes  No  Yes  No  Yes  No  Yes

 No

 Eligible  Not eligible  Insufficient Data The student receives instruction in general education classes. Present conditions make it likely that the student will lose time in general education classes or that the student will need an increase in special education support/service time. ESY services are likely to prevent the student from losing the general education class(es) time or increasing special education service time.  Eligible  Not eligible  Insufficient Data There is a list of skills/objectives considered to be crucial or important for the student.  Self-help,  Social-behavioral, or  Community access There is documentation regarding the student’s current performance on these skills that indicate the student is about at criterion, or almost has it AND The data and information support the probability that the student could master/maintain the skill(s)/objective(s) if provided ESY instruction and would not master/maintain the skill if ESYS were withheld.  Eligible  Not eligible  Insufficient Data The student’s current IEP addresses vocational/employment goals and objectives. Student’s paid employment began prior to ESYS screening date. Performance data indicate that the student will need support to maintain the paid employment throughout the summer The employer provided a written statement indicating the intention to employ the student throughout the summer.

 Transition from Early Steps to Preschool  Eligible  Not eligible  Insufficient Data  Yes  No The student was in Early Steps.  Yes  No The student has a spring or summer birthday.  Yes  No The student is on an IEP.  Yes  No There are performance data from the IFSP to support the need for ESYS.

 Transition to Post School Outcomes  Eligible  Not eligible  Insufficient Data  Yes  No The student is expected to exit the LEA at the end of the year.  Yes  No There is a list of incomplete action steps and corresponding goals objectives that are the responsibility of the LEA.  Yes  No The student needs transition services during the summer months for these action steps to be completed.

44   SY  2012-­‐13   P.  Ventura    

 Excessive Absences  Eligible  Not eligible  Insufficient Data  Yes  No There is verification of more than 25 health related absences (without hospital/homebound services).  Yes  No There are data of the student’s lack of projected progress on IEP skills as a result of the health-related absences.  Yes  No ESYS could have a significant impact on the student’s ability to make continued progress toward the acquisition of established goals/objectives necessary for his or her continued progress.  Extenuating Circumstances  Eligible  Not eligible  Insufficient Data  Yes  No The student does not qualify for any of the above criterion (not due to insufficient data).  Yes  No There is reason to believe that a break in instruction will have a negative impact on the student.

45   SY  2012-­‐13   P.  Ventura    

ESY Documentation Review Individual Student Record Review Procedures Regular year IEP: a. Check for ESY Screening Criteria-use chart for guidance b. Current IEP for ESY screening 2. Check disability and LAA 1 categories a. If in LAA 1 or has significant cognitive disability-Moderate, Severe, Multiple, or Preschool SGD - R/R mandatory 3. Check other ESY criterion a. If CPI 1 selected- Check Program/Service page for amount of time in general education b. If CPI 2 selected – Check for critical like skills areas (self help, community access, or social/behavior) c. If employed or in Skills Option Program is employment checked d. If preschooler who just turned three, was Transitioned from Early Steps to Preschool checked e. If 21/exit year is transition selected f. If Excessive Absences checked – why weren’t hospital/homebound services provided g. If Extenuating Circumstances was chosen- does data support this decision 4. Ask administrator to provide list of all students with disabilities with: a. More than 25 absences. b. Transition Plans, not pursuing a high school diploma c. Self-Injurious Behaviors 5. Go to Eligibility Monitoring Checklist ESYS Documentation Review ESYS Eligibility: Evidence of eligibility screening determination made between January 1and the end of school? (or a date determined by the LEA) Evidence the parent notified within 5 business days of whether the student is eligible or ineligible? (copy of letter) Evidence of photocopies of department or district forms included in correspondence to parents of students found ineligible? (data collection forms and Eligibility checklist) Evidence correct criteria was checked for consideration on IEP Evidence of data collected to support eligibility decision

Yes

No

Comments

ESYS Form and other IEP pages: Evidence the IEP Team include (at least): student’s teacher(s), parent(s), LEA ODR, student (if applicable). Evidence that current IEP Goals and objectives were used to create the ESYS. Accommodations were targeted for ESYS. Evidence that all sections of the ESY form was completed. For objectives in which integration is important, was the student provided integration opportunities to achieve the objective? ESYS Implementation Evidence appropriate instructional personnel used to implement ESYS. Evidence of lesson plans to teach the Instructional plan goals/objectives. Evidence lesson plans was consistent with the regular school year instructional method. Evidence accommodations, as indicated were provided. Evidence data was collected reflecting student progress. ESYS Individual Evaluation Evidence the completed progress report sent to parents Evidence the ESYS form placed in student’s IEP folder at the completion of ESYS

46   SY  2012-­‐13   P.  Ventura    

2012-13 ESYS OUTCOME REPORT STUDENT INSTRUCTIONAL RESOURCES THIS SECTION IS TO BE COMPLETED ONLY IF THERE WERE CHANGES IN THE SERVICE PROVISION FROM WHAT WAS RECORDED ON THE ESY IEP. INSTRUCTIONAL RESOURCES STUDENT NAME

Service(s) Provided

Minutes/ Session

Sessions/ Week

Indiv./ Group

Provider Code(s)

            47   SY  2012-­‐13   P.  Ventura    

References State  Board  of  Education  Regulations     Bulletin  1530,  Chapter  7    

Federal  Statutes     20  U.S.C.  Section  1400  et.  seq.,  (IDEA)    

Federal  Regulations     34  CFR.  Part  300    

Other     Armstrong  v.  Kline,  476  F.  Supp.  538  (E.D.  Pa.  1979)     Letter  to  Baugh,  [211  IDElR  481]  (OSERS,  August  12,  1987)      

48   SY  2012-­‐13   P.  Ventura    

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