Extended School

The purpose of the Extended School Year (ESY) services is to prevent  skill loss due to severe regression and maintain the child’s level in those skill areas identified as crucial if the child is to reach his or her goals, and/or greatly impact a student’s limited capacity for recoupment. Generally, however, ESY services are not for teaching new skills or maintaining a year-round school routine that is different from the student's regular education peers.

ESY is defined as specistudent and adult talkingal education and related services provided to eligible children (aged 3-21) with disabilities in excess of the normal school year as recommended by a multi-disciplinary team who have followed strict ESY criteria and completed the ESY application. Upon determining eligibility, the need for and description of the ESY program must be contained in the student’s IEP.  These services are provided at no cost to the student’s parent(s).

Every student with a disability under IDEA must be considered for ESY services as part of the development of their IEP. The determination of whether a student is eligible for ESY services is made on an individual basis by the student's IEP team and must be discussed at each annual IEP review meeting. A student must not be required to be failing or not progressing from grade to grade in order for him or her to receive ESY.

Standard For Eligibility
While there is no single criterion used in making an eligibility determination, case law has established several factors to be considered. One standard is the regression/recoupment analysis, which considers the amount of regression a student experiences as a result of an interruption in educational services with the amount of time required to regain the prior level of skill when compared to the student's peers. Other criteria may include the nature and severity of the student's disability, the ability of the child's parents to provide educational structure in the home, behavioral and physical impairments, the ability of the student to interact with nondisabled peers, the student's vocational needs, the availability of alternative resources, whether the requested services are "extraordinary" for the student's condition, "emerging skills" and "breakthrough opportunities," as when a student is on the brink of learning to read. 

Regression/recoupment analysis is an integral part of the determination of the appropriateness of ESY services, but it is not the only measure used in determining the necessity of a structured extended school year program. Consideration of all pertinent information and individual student circumstances are taken into account in determining appropriateness of ESY programming.

Other Factors Relevant To ESY Eligibility

  • Degree of disability
  • Degree of regression
  • Recovery time from this regression
  • Ability of the parents to provide educational structure at home (see parent questionnaire)
  • Child’s rate of progress
  • Child’s behavior problems
  • Child’s physical problems
  • Availability of alternative resources
  • Ability of the child to interact with children who are not disabled
  • Area(s) in curriculum which need continuous attention
  • Child’s vocational needs
  • Whether the requested service is extraordinary for the child’s disability, as opposed to an integral part of a program for those with the child’s disability
  • Other relevant factors as determined by the IEP team


Type And Length of Program Required

The length of ESY should be, at minimum, the amount of time necessary to provide the child a meaningful opportunity to achieve his or her goals as written in the student's IEP. Sources of information for determination of eligibility for ESY include but are not limited to:

  • Parent questionnaire
  • Experiences of persons who work with the child such as teachers, parents, and therapists
  • Empirical data such as pre and post test data
  • Medical, psychological or educational records
  • Prognosis or opinions of educators, medical personnel, parents and others who work with the child


Procedures For ESY

ESY will be made available to all special education students who meet the eligibility criteria. However, because of their propensity toward severe regression/recoupment problems, students with multiple disabilities or with severe mental retardation will automatically be screened each year. 

Screening Process

  • Before review of the student’s annual IEP, the multidisciplinary team shall consider the students need for ESY services.
  • Screening forms are available to the special education teacher through their school psychologist and is also located in the Documents Library on the NetIEP program.
  • Each service provider must contribute to a screening form for each student under consideration for ESY services. Some students will have more than one service provider. The screening form is designed to substantiate either the lack of need for ESY or to recommend further consideration by the multi-disciplinary team.
  • Each student’s multi-disciplinary team will review the screening forms completed which recommend further consideration and any additional data pertinent to determining eligibility for ESY. Data used to determine need for ESY will be discussed at the IEP team meeting.
  • The Special Services Department will compile a list of those students requiring additional consideration and analyze possible service needs, including the number of students requiring ESY services and the range of services needed.


Ensuring Parent Involvement in Program Development

  • During a student’s annual IEP conference, special education service provider(s) will explain to the parent(s) the districts process for considering each student’s need for ESY services.
  • Recommendations for ESY services will be considered by the IEP team. An appropriate ESY program is developed as part of the student’s total individualized education program. As during the normal school year (approximately 180 days), parental support and involvement are vital to maximizing the student’s progress. Thus, parental participation in a student’s ESY program should be considered a high priority.
  • In cases where students demonstrate a lack of need for ESY, documentation of consideration should be noted on the IEP.


Developing Staffing Plans

Following the development of the student’s IEP, preliminary staffing plans concerning the number and type of staff will be developed.

Providing Services

As determined by each student’s IEP, appropriate services designated to limit regression and maintain critical skills will be provided.