Frequently Asked Questions

FREQUENTLY ASKED QUESTIONS

 

Who must be considered for ESY services?

Every student with a disability under IDEA must be considered for ESY services.  ESY is not limited to specific disabilities.  Applying the ESY criteria, the IEP team must determine on a case-by-case basis whether a student has an individual need for ESY services.

 

How does the IEP team determine whether a student needs ESY services?

The IEP team determines whether a student has an individual need for ESY services by applying the ESY criteria.  Please refer to the ESY Decision Flowchart in SpEd Forms and to the ESY Determination on the district website.

 

When should the IEP team meet to determine ESY services?

The team must consider and document the need for ESY services at the annual IEP meeting.  Under some circumstances, the need for ESY services might not be known at the time of the annual IEP meeting.  In that case, the team can indicate “More Data Needed” on the “Extended School Year” section of the IEP.  Please remember, if you check “More Data Needed”, you will need to collect data and revisit the decision for ESY services.  Your decision must be based on hard data, and the IEP must be updated to indicate “Yes” or “No” regarding ESY services. 

 

If a student received ESY last summer, will he/she receive ESY this summer?

Not necessarily. A student’s involvement in ESY services one year, does not automatically guarantee services in the following years.  Similarly, the fact that no ESY services were provided in a prior year does not mean ESY services are not needed in the current year.  The decision is made on an annual basis.

 

If a student does not meet all of his or her IEP goals during the regular school year, does this mean ESY services are required?

No.  ESY services should not be granted solely on the basis of the student with disabilities not achieving one or more IEP goals.  The critical question that each IEP team must ask regarding ESY services is whether the learning that already occurred during the regular school year will be significantly jeopardized if ESY services are not provided.

 

Should the IEP team consider the provision of related services as ESY services?

Yes.  The IEP team must consider whether the student requires related services in order to benefit from special education.

 

Must all the services that are provided during the regular school year be duplicated in the ESY program?

No.  A student’s ESY program and placement may differ from the student’s program and placement during the regular school year.  When a student is determined to need ESY services, the IEP team selects the particular goal(s) and objectives that will be addressed during the ESY program and specifies the type, quantity, and frequency of services that are needed to maintain the student’s skills or knowledge on those goals and objectives.

 

Should new goals be developed for ESY services?

No.  ESY services address the maintenance of previously learned skills, as identified in the current IEP.  The intent of ESY services is not to teach new skills.  Therefore, new goals should not be added to a student’s IEP for implementation of ESY services.

 

Is there any harm in providing ESY services to students who could benefit from them but do not need them?

Yes.  Providing ESY services to students just because they could benefit from them is an inappropriate use of limited District resources.  Also, nearly every special education student could benefit from additional special education services over the summer months. Once an IEP team disregards the legal standards and ESY criteria, the team lacks any legitimate standard to fairly decide who should receive ESY services and who should not.

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