• 2020 Extended School Year

    Planning ESY Programming is always a cumbersome process for parents, teachers and administrators. It is our intent to streamline the process as much as possible while adhering to all state and federal requirements. It is also our intent to notify parents and staff regarding ESY dates and staff assignments as early in the year as possible so vacations and other personal business can be scheduled accordingly. 


                                                                         What is Extended School Year Services?
    Extended School yeaer (ESY) is an extension of special education services to students with disabilities whose Individual Education Program (IEP) indicates that they qualify and are in need of those services over the summer months or during other periods of extended breaks in instruction. Although the specific reason(s) for providing ESY varies from student to student, the need arises when it is determined that the student: 1) requires a significant amount of time to recoup a previously acquired skill or knowledge following an extended break from instruction and/or services; 2) or the pupil is at a critical learning period and that interrupting instruction and/or services would severely jeopardize the students ability to benefit from their specialized instruction, or 3) the break will prevent a student who is in a functional curriculum from attaining or maintaining self-sufficiency skills that allow for personal independence. 

    Regression - All students, disabled and non-disabled alike, experience regression during breaks in instruction. For purposes of ESY determination, regression is a decline in the performance of a skill or acquired knowledge as specified in the annual goals in the students IEP that occurs during a break in instruction. That is, ESY applies only to annual goals in the students current IEP.

    Recoupment - A students ability to regain the skill performance or relearn the acquired knowledge to approximately the same level that existed just prior to the break-in instruction.

    Significant - Regression/recoupment is significant when the recoupment period is longer than the length of the break-in instruction unless the IEP team determines a shorter time for recoupment is more appropriate. For example, to be considered significant, the time needed to recoup/relearn a skill in the fall would need to be greater than three months - the length of the summer break.

    Self-Sufficiency - Those functional skills necessary for a student to achieve a reasonable degree of personal independence as identified in the annual IEP goals for a student requiring a functional curriculum. Self-sufficiency goals include such areas as toileting, eating, dressing, muscular control, personal mobility, impulse control, maintaining stable relationships with peers and adults, basic communication skills and functional academic competency. A student must have functional goals and participate in a functional curriculum. 

    Extended School Year is not: 

    ESY is not summer school, summer camp or other such programs districts choose to offer. Such programs are permissive and are offered at the option of district boards. Furthermore, summer school is not a substitute for ESY. Students who participate in summer programs may also qualify for ESY during the gaps in general education programming. 

    While ESY services would undoubtedly benefit most learners with or without disabilities, criteria for eligibility are not met simply because the child would derive benefit. ESY is not mandated for all learners with disabilities. It is not meant to replace permissive summer school or to provide summer activities for students. It is not intended to maximize educational benefit, but to MAINTAIN skills. 

    Who determines eligibility for ESY? 

    The eligibility and need for ESY services is determined annually by the students IEP Team.



    School districts are required to provide extended school year (ESY) services to a student if the IEP team determines the services are necessary during a break in instruction in order to provide a free Appropriate Public Education (FAPE).

    ESY Determination:

    At least annually, the IEP team must determine a student is need of ESY services if the student meets the conditions of item 1, 2, or 3. (see ESY Decision Flowchart)

    1. There will be significant regression of a skill or acquired knowledge from the students' level of performance (i.e., the students' level of performance prior to the break in instruction) on an annual goal that requires more than the length of the break in instruction to recoup unless the IEP team determines a shorter time for recoupment is more appropriate;
    2. For a student who is in a functional curriculum, services are necessary to attain and maintain self-sufficiency because of the critical nature of the skills addressed by an annual goal, the students' age and level of development, and the timeliness for teaching the skills. To attain self-sufficiency, the student must maintain skills consistent with their IEP goals in any of these skill areas:
          1. basic self-help, including toileting, eating and dressing
          2. muscular control,
          3. physical mobility,
          4. Impulse control,
          5. personal hygiene,
          6. development of stable relationships with peers and adults,
          7. basic communication;, or
          8. functional academic competency, including basic reading and writing skills, concepts of time and money, and numerical or temporal relationships; or
    3. The IEP team otherwise determines, given the students' unique needs, that ESY services are necessary to ensure the student receives a Free Appropriate Public Education.

    Sources of Information:

    The IEP team must decide the basis for determining whether a student is eligible for ESY services using information including: 

    1. Prior observation of the students' regression and recoupment over the summer;
    2. Observation of the students' tendency to regress over extended breaks in instruction during the school year; and
    3. Experiences with other students with similar instructional needs. 

    Other Factors to be considered: In making its determination of ESY, the IEP team must consider the following factors, when relevant: 

    1. The students' progress and maintenance of skills during the regular school year;
    2. The students' degree of impairment;
    3. The students' rate of progress;
    4. The students' behavioral or physical problems;
    5. The availability of alternative resources;
    6. The students' ability and need to interact with nondisabled peers;
    7. The areas of the students' curriculum which need continuous attention; or 
    8. The students' vocational needs. 


    When a student is eligible for ESY services, the team must determine which goal(s) will be addressed during ESY services, and the amount and type of services necessary to maintain the skill or address the self-sufficiency concern, and document its decision vis use of the Extended School Year (ESY) Services form.


    Teacher Information

    Special Education Staff;

    Hard to believe but, it is time to discuss plans for Extended School Year (ESY). This is a new process for all. This letter will summarize important elements of ESY.

    As a reminder, "School districts are required to provide Extended School Year (ESY) services to a student if the IEP team determines the services are necessary during a break in instruction in order to provide a Free Appropriate Public Education" (Minnesota Rule 3525.0755). There are three ways a student can qualify for ESY. 

    1. Regression / Recoupment
    2. Self-sufficiency
    3. Unique Needs

    For more detailed information and an ESY Decision Flowchart, please refer to "Extended School (ESY) Services" in SpEd Forms or to ESY Determination on the district website.

    The eligibility and need for ESY services must be considered for every child with disability annually at his/her IEP meeting. On the "Extended School Year" section of the IEP, you must indicate "No", "Yes", or "More Data Needed" regarding whether or not ESY services are required. 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 based on the collected data to indicate "Yes" or "No" for ESY services.

    If you do not yet have data for ESY, it would be important to begin taking your data so that you can determine ESY needs. Spring break is coming up. That might be a good time to collect regression/recoupment data if you have not already done so. 

    If a student is eligible for ESY, you will need to determine the specific goal(s) and objectives that need to be addressed. Services listed on the ESY service grid should be consistent with the identified goals for ESY. For example, if the student is eligible for ESY in the areas of Reading and Math, the ESY service grid should list Reading and Math. Services that the student does not receive during the school year cannot be provided in ESY. For example, if the student does not have social skills listed on the regular IEP service grid, social skills would not be an appropriate service during the ESY program. 

    In addition, ESY often does not address all of the goals and services listed on students' IEP. Rather, only those goals for which the student qualifies for ESY services are addressed. For example, if the student demonstrates regression in Reading but does not demonstrate regression in Speech/Language, then ESY services would only occur for Reading. 

    The minutes listed on the service grid for the regular IEP are what the team determined was needed to make progress on IEP goals and objectives. Similarly, the minutes listed for each ESY service should be determined by what the student needs to maintain current skills during ESY. 

    Please attend carefully to the need for related services. The following concerns regarding related services were identified last summer:

    • Carefully consider the amount of related services required. Typically, students will not require more related services during a week of ESY than they receive during a week of the regular school year. 
    • As related service providers have a limited amount of time to work with students during ESY, please indicate which specific objectives (not just the goal) should be targeted.
    • Consult with current related service providers when determining the need for related services during ESY.


    **Please remember, changes to an annual IEP must be made via the "Agreement to Amend" and PWN forms. ** For detailed information regarding the Amendment Process, please refer to XXX in the Shared Google Drive called: 

    Thank you for all your hard work to provide quality special education services to our students!


    Data and all ESY forms are due to Vilay Miller at the Special Education Office by April 17, 2020. 
    Below is a list of all the forms for ESY. All forms except "ESY Services" can be found on the Forms section of the website under Special Services > Extended School Year Forms & Documents.

    1. Data Collection Form
    2. Parental Intent Form - available in English, Spanish and Somali
    3. Student List by Case Manager
    4. ESY Services - found in SpEd Forms 

    After April 17th when we are able to determine the need, all teaching positions will be posted on the district website under Employment 



    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 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 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 students' 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 students' ESY program and placement may differ from the students 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 students' skills or knowledge on those goals and objetives. 

    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 students' 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.