Extended School Year (ESY) services is an individualized instructional program for eligible students with disabilities that is provided beyond the regular school year. The need for ESY services must be determined on an individual basis by the admission, review, and dismissal (ARD) committee. The individualized education program (IEP) developed for ESY must include goals and objectives.
The need for ESY services must be documented from formal or informal evaluations provided by the district or the parents. If a student requires a significant amount of time to recoup acquired critical skills, then the ARD committee must discuss whether the student needs extended educational or related services during school breaks. If the loss of acquired critical skills would be particularly severe or substantial, or if such loss results, or reasonably may be expected to result, in immediate physical harm to the student or to others, ESY services may be justified without consideration of the period of time for recoupment of such skills.
To maintain identified critical skills for students with disabilities, the district should make sure the following requirements are done to make sure that ESY services are available, as necessary, to provide a free, appropriate public education:
- ESY services are determined by the student’s ARD committee. Services are student need driven and include a variety of options. ESY goals and activities are reflected in the student’s current IEP.
- ESY services are not limited to particular categories of disability. District information reflects that all disability categories are considered for ESY. Consideration is by individual student need.
- ESY services are not unilaterally limited as to the type, amount, or duration. Consideration of service delivery includes community options and services.
- Transportation, as a related service, is considered and offered to students with disabilities who need this service to benefit from ESY services.
All district staff, including administrators, supervisors, teachers, related service personnel, and teaching assistants, understand the purpose of ESY services and the role staff play in the consideration and delivery of ESY services. District staff participate in the consideration of ESY services discussion. Those staff involved in the provision of ESY services are informed of the student’s goals and other information related to ensuring the effectiveness of the services.
ESY services are connected to previous and future school year services. A communication system must be in place that defines roles and responsibilities for ESY documentation to flow between and among district staff. Sending and receiving teachers must provide information and feedback regarding the provision and effectiveness of the ESY services. Framework for the ESY program must include a process for planning prior to the initiation of and following the end of ESY services.
District staff ensure that parents understand information provided to them in regard to the purpose and intent of ESY services and the role they play in the consideration and delivery of the ESY services. When parents have questions regarding this service, they know who to ask for further discussion or explanation of the process. Parents participate in the ARD committee discussion regarding the consideration of ESY services. Parents provide documentation to the ARD committee for use in the determination of ESY eligibility when it is needed or appropriate. Parents communicate with district staff and participate in the ESY services as they would for their child’s school year services.
Below are some resources about ESY: