Extended School Year Service Webinar Tuesday, August 26, 2014 1:30 – 3:00 p.m. (MDT)

1. BUREAU OF INDIAN EDUCATION Division of Performance & Accountability Special Education Unit Extended School Year Service WebinarTuesday, August 26, 20141:30 – 3:00 p.m. (MDT) PRESENTERS Elena M. Gallegos, Attorney Walsh, Anderson, Gallegos, Green & Trevino, P.C. Laura N. Tsosie, Education Program Specialist, (BIE-DPA)

2. PREPARING FOR YOUR ESY DISCUSSION (WITHOUT PRE-DETERMINING)

3. Gather existing documentation and data that will assist the IEP team when considering the following questions as part of determining a student’s ESY eligibility: • Was the student’s progress jeopardized due to loss of acquired knowledge or skills during breaks in instruction? • Was the student’s progress jeopardized due to inability to recoup acquired knowledge or skills within a reasonable amount of time through review, teaching, and related service delivery? • Was student’s progress jeopardized due to circumstances such as medical problems, family crisis, a traumatic experience, etc.? • Does the nature or severity of the student’s disability or the student’s skill level necessitate ESY services? • Are the areas addressed in the student’s goals and objectives crucial to future self sufficiency and independence? • Are there other resources available to meet this student’s identified educational needs?

4. BIE-IEP & BIE Transition IEP: Extended School Year Section

5. Extended School Year (ESY) Information (§300.106) • Each public agency must ensure that extended school year services are available as necessary to provide FAPE. A significant regression/recoupment factor provides the premise for establishing eligibility for Extended School Year Services (ESY). The regression/recoupment factor is relative to the students current Individualized Education Plan (IEP) goals, objectives and present level of education performance based on multidisciplinary team data, including information from the parent(s)/guardians. • To determine eligibility for ESY services, the IEP team must do the following: • Check all statements in the General Information section below which apply to the student. A checkmark in any of the boxes indicates the need for the IEP to give further consideration to the student’s need for ESY services. • Provide documentation indicating that the student’s regression or academic, behavior, and/or life skills and the length of time it takes to regain lost skills render it unlikely that the student will attain a state of self sufficiency the student would otherwise reasonably be expected to reach.

6. General Information • The student experiences significant regression on learned skills or adaptive behaviors over regularly scheduled school breaks during the school year. • The student requires a significant amount of time and effort to recoup previously learned behaviors and skills. • The student has a previous record of regression and limited recoupment over regularly scheduled tasks. • The student has needs that could not be met in other summer programs; however, these programs have been considered and determined to be of less benefit than ESY.

7. SOURCES OF INFORMATION TO GATHER AND CONSIDER

8. Source of information that may be considered in connection with the ESY determination include, but are not limited to: • Progress on goals over time including before and after breaks; • Progress reports (including data collected) by teachers and related service providers who have had direct contact with the student before and after breaks in instruction; • Behaviors and discipline related data including before and after breaks; • Observations and input from general education teachers, parents, and others including before and after breaks; • Results of standardized texts, assessments, and other measures of student performance before and after breaks.

9. EXTENDED SCHOOL YEAR (ESY) DETERMINATION (§300.106) REVIEW OF DOCUMENT FOR EXTENDED SCHOOL YEAR SERVICES DETERMINATION (List the names of the documents reviewed by the team to make the ESY determination.) Select the option that applies based on documentation. • The team has determined that the student requires ESY services. *include information of ESY time, frequency, etc., to the education services, related services, and supplementary services section of the IEP. • The student requires a significant amount of time and effort to recoup previously learned behaviors and skills. • The student has a previous record of regression and limited recoupment over regularly scheduled tasks. • The student has needs that could not be met in other summer programs; however, these programs have been considered and determined to be of less benefit than ESY. Name of person (title) responsible for collecting additional information. Additional data to be collected:

10. HOW CAN YOUR SCHOOL IMPROVE ITS ESY? (CONSIDER AN ESY AUDIT)

11. ESY AUDIT: • Check for staff understanding of ESY requirements and criteria. Is training needed? • Check select student files for ESY related data. • Check select IEPs for documentation of ESY discussion. • Consider possible use of ESY preparation checklist or form. • Check for Budget cost. Is it included in the spending plan? • Salaries of providers: • special education teacher, para-professional, related service providers, etc. • Supplies & materials • Travel • Contractual services