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ESY 2005-2006

ESY 2005-2006. NUTS AND BOLTS. Extended School Year 2006. 5 weeks - June 12 - July 13 Closed July 4 (July 3?) Monday - Thursday 9:00 am -12:00 noon Location – Ask Supervisor.

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ESY 2005-2006

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  1. ESY 2005-2006 NUTS AND BOLTS

  2. Extended School Year 2006 • 5 weeks - June 12 - July 13 • Closed July 4 (July 3?) • Monday - Thursday • 9:00 am -12:00 noon • Location – Ask Supervisor

  3. The committee reviews data of goals/objectives and determines if ESY services are required as part of the student’s Free and Appropriate Public Education.

  4. Are ESY services required?(not, will the student benefit?)

  5. The committee considers the individual needs of the student and a multiplicity of variables, including such factors as: • Progress and/or regression which may limit the student’s ability to achieve goals/objectives. • Relative importance of the IEP goals at issue • Emerging skills • The age and/or severity of the disability • Delays or interruptions in services during the school year • Related services • Contents of any applicable transition plans

  6. The intent of ESY is to prevent significant regression which compromises the student’s ability to make meaningful progress on the IEP, therefore, not providing the student with FAPE. ESY is not provided to guarantee mastery of goals/objectives.

  7. The committee should not select objectives that would be simply good for the child to continue to work on during the summer. Data collection on old goals/objectives will determine whether the student requires ESY.

  8. Services are individualized within a framework.

  9. If ESY services are required… • Determine the IEP objective(s) which require ESY • Determine the type of ESY service(s) required i.e. academic, speech/language, OT • Determine the amount/duration of service(s) for addressing ESY objective(s) • Determine dates, location, transportation

  10. Low incidence students (SID/PID, MOID, VI/DHH) and/or students who have difficulty transitioning (Autism, SDD, medically fragile) • Suggested amount of service is 3 hours per day. • Individualize services by adjusting the number of days per week. Some students may only attend one day per week.

  11. Students Who Need Academic Support • Consider options for services • General education summer school programs • Work packets provided by the teacher to be completed at home • Computerized programs/software/web sites • Summer reading lists

  12. ESY Objectives • Should not be new objectives • Must be probed in March so the ESY teacher knows the level of performance • Beware of objectives that are too vague or too broad and subject to misinterpretation. Include work samples and clear description of probe process.

  13. Inappropriate ESY Scenarios • Students who do not complete homework assignments during the school year • Students who need to organize their notebooks • Students who do not complete long-term projects • Students who need to improve reading fluency

  14. Extended School Year is Not • Summer School - Summer Camp • A time to get a jump start on the upcoming year by addressing new goals and objectives • Something “nice” that we do for our students • One-to-one tutoring

  15. Before the IEP meeting, the IEP coordinator should... • Gather and prepare the data • Talk to Related Support Personnel and SLP • Discuss with Supervisor/Lead Teacher • Know whether the recommendation will be for/against ESY services and the rationale • Schedule the meeting prior to March 24 so paperwork can be submitted by March 31.

  16. ESY is a part of the IEP Process • All teachers and related service providers must participate in ESY discussion. (The meeting cannot be held with just the parent and Special Education teacher during conference week.) • All ESY services must be reflected in the IEP.

  17. ESY should be addressed for all students prior to March 24, 2006. If necessary, hold an addendum.

  18. Click on Auto Text

  19. Click on all 9 factors when preparing draft

  20. This is what it will look like and will guide you as you begin the ESY discussion. The discussion must BEGIN with the factors.

  21. Then, Don’t do any more to the draft GoalView IEP prior to the meeting.

  22. During the IEP meeting, the IEP coordinator should... • Summarize the ESY factors - do not read the paragraph or discuss each item individually. • If data does not support the need for ESY, move to next topic - State Testing • If documentation supports the need for ESY, • specify the applicable objective(s) • Based on those “flagged” objective(s), determine the required ESY service • Include secondary and related support services

  23. During the IEP meeting… • Determine whether the child requires transportation. If so, complete the transportation form at the meeting. • Secure a commitment from the parent • Have parent complete Emergency Information form

  24. Get commitment from parent!(ESY is an expensive program) • For Transportation • If ESY is recommended but parent declines, -designate ESY objectives, services, etc. as if child will be attending-indicate “Yes” in “ESY Required” check box -indicate in minutes that parent declines

  25. After the IEP, the IEP coordinator should... • Immediately notify the supervisor that ESY has been agreed upon • Prepare and submit ESY paperwork by March 31st

  26. Note how minutes are completed Select Yes/No Note how Program Summary is completed Attention! 12 seg./wk, not 3 seg./day See next slide for continuation…

  27. Continuation of ESY Program Summary This child also received speech during ESY. Note: speech is not an automatic service for those who attend ESY facility-based program.

  28. This is what part of the ESY IEP section looks like once ESY objectives are flagged:

  29. ESY Services Summary • Complete student demographics – letters are sent to parents using this address • List required services • Does the child require any type of specialized equipment? • Will staff require training in health care procedures or specialized equipment?

  30. ESY Data Collection Form • ESY objectives need to be an extension of IEP objectives from 2005-2006 IEP. • ESY objectives are determined at the IEP meeting • Include probe from March 16th and attach GoalView March Progress Report

  31. More ESY Paperwork • Attach copy of Emergency Information • Attach transportation form if transportation is required • Do not send Transportation Form to the Transportation Dept. • Use designated ESY 2006 Transportation Form

  32. Before submitting the paperwork • Make sure that no information is missing • Make sure the red-ink IEP matches the GV final copy • Make sure the information on the ESY Services Summary/Data Collection form matches the IEP • Make sure ESY objective(s) matches those designated at the IEP meeting • Make sure any applicable paperwork from related service staff is attached • Make sure present level of performance is recorded

  33. After the IEP… • Gather specialized instructional materials i.e. Wilson Reading, PECS, slant boards, laptop loaded with specialized programs, communication devices. The ESY teachers will gather materials for Reading Mastery, Corrective Reading, Academy of Reading, Touch Math as well as instructional materials available to general education students. • Gather work samples, student work books, etc., that clearly communicate how the objectives were addressed during the school year. ESY teachers need a starting point and need to know how the task was probed during the school year.

  34. ESY Pitfalls • The ESY section of the IEP needs to match the ESY Services Summary . • ESY may not be an appropriate avenue to address socialization because there is not a general education population of students attending ESY. • Too many objectives to be addressed for the amount of time allotted • Objectives not appropriate for ESY setting • Late paperwork creates major logistical problems

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