Extended school year services must be provided if a child’s IEP team determines, on an individual basis, that the services are necessary to provide Free Appropriate Public Education to the child. When considering the need for ESY, the team will determine if the child needs the services to continue to move toward accomplishment of the goals and objectives listed on the IEP.
Individuals with Disabilities Education Act (IDEA) defines Extended School Year (ESY) as special education and related services that:
1) Are available as necessary to provide free appropriate public education (FAPE);
2) Are provided to a child with a disability –
* Beyond the normal school year;
* In accordance with the child’s IEP;
*At no cost to the parents of the child; and
3) Meet the standards of the State Education Agency
Goals and Objectives
When considering ESY, the team will determine if the child needs the services to continue to move toward accomplishment of the goals and objectives listed on the IEP.
The need for ESY should be considered at the annual IEP meeting for each child on an IEP.
If the child’s IEP is held early in the school year, then a meeting to discuss ESY should be scheduled later in the year
Critical and Crucial
The IEP team should include any area that is crucial to the child’s progress toward “self-sufficiency”.
“Critical life skills” may include, but are not limited to: self-help, social skills, emotional support, mobility, communication, assistive technology, academics, and vocational skills.
Scheduling based on Individual Need
ESY scheduling, as to duration, amount and extent of services, must be determined by the individual needs of the child and cannot be determined by the district’s summer school schedule.
Previously Learned Skills
New goals and objectives are not to be added to the child’s IEP for Extended School Year.
The object is maintenance of previously learned skills.
Consider Related Services
If the IEP requires related services, that may be lost over an extended time without them, it must be considered for ESY.
Examples: speech, physical, occupational therapy, transportation, mobility training, vocation, and life skills training, etc.
If the IEP team determines that a child needs ESY services, the district cannot say no. Ask the district to either provide the services as determined by the IEP team or to put in writing why they cannot provide the services that are written in the IEP.
Reaching an Agreement
Many times, a district will provide the ESY services through a contractor. If the district and the parents cannot reach agreement, then the parents may exercise the procedural safeguards.
For More Information & Questions to Ask
The issue that determines if the child needs ESY is whether the progress made by the child during the regular school year.
For questions to ask to help in making these decisions, check out the PIC Brochure, Extended School Year: Helping to Accomplish Educational Goals.
For more information and strategies to help your child accomplish educational goals through an Extended School Year (ESY), see PIC’s brochure Extended School Year (ESY) Helping to Accomplish Educational Goals
Join the Parent Information Center at our 5th Annual
Parent Conference on disAbilities, March 18, 2017 8am - 4PM
at the Ramada Inn, Gillette WY
Registration Costs: Parent of children with disabilities FREE!; Educators/Other Providers $25 each.
You may also download and mail in the Registration Form.
10 Steps to an Effective IEP and What to Do When It is NOT Working: Terri Dawson, Director, Parent Information Center
Special education is a complicated and complex process, made more difficult by our emotions of hopes and dreams for our children. Understanding the basics of IEPs, and what we can ask for, can relieve some of the stress IEP meetings can bring. This interactive session will discuss the most important things families should know about IEPs, with strategies for getting what your child needs in a positive and productive way without straining relationships with members of the team.
Sensory Integration Dysfunction, Sensory Processing Disorder: Interventions & Behavioral Supports Amy Hadley, OTR/L
Sensory Integration Dysfunction is real and has different levels of involvement and multiple categories of clusters of dysfunction. Sensory Processing disorder is also very real and presents with varying challenges for intervention and supports. Participants will learn about each type of dysfunction and the various "camps" that support research. Research based interventions will be described.
Mindfulness & Student Success Wendy Gauntner, PIC Outreach Parent Liaison
School is a place where our children learn academics. Mindfulness has become a way for our children to learn tools for calming, attention, motivation, and increased school success. This session will help participants understand mindfulness, and how it can support our children’s overall academic, social and emotional well-being.
At a Glance Conference Schedule: View Here
For educators or other providers with online registration, you may either pay via Paypal (Mastercard, Visa, AMEX, or Discover) or using a mail or call-in option. Registration payments not completed prior to the conference will be cancelled. You may also contact PIC at 307-684-2277 for registration or questions.
We also have Vendor/Booth Registration, download the Vendor Registration Form.
**No Parent stipends available
Read more about the speakers.
The purpose and outcomes of the conference for families of children with disabilities, and those educators and providers who work with them, are to:
Some students with Attention Disorders or on the Autism Spectrum often lack Executive Function Skills. These skills help us plan, organize, make decisions, shift between situations or thoughts, control our emotions and impulsivity, and learn from past mistakes. That means they have difficulties with analyzing, planning and organizing. Here are some definitions related to executive function:
The capacity to think before you act – the ability to resist the urge to say or do something allows us the time to evaluate a situation and how behavior might impact it.
The ability to hold information in memory while carrying out complex tasks. It combines the ability to draw on past learning or experience to apply to the current situation or to project into the future.
The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior.
The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to being able to adapt to changing conditions.
The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom.
The ability to begin projects without procrastination, in a timely fashion.
The ability to create and maintain systems to keep track of information or materials.
The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important.
The capacity to have a goal, follow through to the completion of it and not be put off or distracted by competing interests.
The ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring/evaluative skills (Asking yourself, “How am I doing?” or “How did I do?”).
For more information and strategies to help your child learn Executive Functioning skills, see PIC’s brochure Executive Functioning Skills and the tutorial “3 Key Strategies for Managing Your Child with Executive Function Skills Weaknesses”.
Some students with Attention Disorders or on the Autism Spectrum often lack Executive Function Skills. These skills help us plan, organize, make decisions, shift between situations or thoughts, control our emotions and impulsivity, and learn from past mistakes. That means they have difficulties with analyzing, planning and organizing. Here are 3 key strategies for managing executive function skill weakness:
Executive function skills help us plan, organize, make decisions, shift between situations or thoughts, control our emotions and impulsivity, and learn from past mistakes.
Students with weak executive functioning often have difficulties analyzing, planning and organizing.
Following are 3 key strategies for supporting a student some definitions related to executive function:
Intervene at the place where you see the area of need:
1. Change the Physical or Social Environment
a. seating arrangements,
b. fewer kids- more adults,
c. class helpers,
d. fewer distractions
2. Modify the Tasks we Expect the Child to Preform
a. shorter tasks,
b. break task down into smaller steps,
c. more breaks,
d. visual schedule,
e. give choices of topic,
f. turn in date (provide more time),
g. change the order,
h. give a start and end point.
3. Change the way adults interact with the child
a. role-play situations and their response,
b. use verbal prompts,
c. use checklists,
d. effective praise – 4-5 positives for each corrective feedback.
All of these strategies can work at home and/or the classroom. Families should work with their child’s teacher, school counselor and/or school psychologist to find ways to support their child in the classroom, with recommendations of ways to follow through at home.
The supports should focus on strengths and provide help where needed to develop tools and systems to support and strengthen weaker areas.