LEXINGTON CITY SCHOOLS
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
EXTENDED SCHOOL YEAR SERVICES (ESY)
CRITERIA
ESY refers to special education and/or related services provided beyond the normal school year for the purpose of providing
FAPE to a student with a disability. These services are distinct from enrichment programs, summer school programs and are
not simply an extension of time.
Factors that need to be considered when determining the need for ESY services include regression/recoupment, degrees of
progress, emerging skills/breakthrough opportunities, interfering behaviors, the nature and/or severity of the disability as well
as other factors. It is important to emphasize that ESY services are:
 Not based on the category of student’s disability – services must be based on the student’s unique educational needs;
 Not mandated twelve-month services for all students with disabilities;
 Not a child care service;
 Not necessarily a continuation of the total IEP provided to a student with a disability during the regular school year;
 Not required to be provided all day, every day, or each day;
 Not an automatic program provision from year to year;
 Not summer school per se, compensatory services, or enrichment programs;
 Not required to be provided in a traditional classroom setting; and
 Not a service to be provided to maximize each student’s potential.
Factors to Be Considered by the IEP Team
ESY decisions are based upon data and discussions by the IEP team and not determined by any formula. Factors are listed
below. Any of these factors, alone or in combination, can trigger the need for ESY.
 Regression/Recoupment – The IEP team determines whether without these services, there is a likelihood of
substantial regression of critical life skills caused by a school break and a failure to recover those lost skills in a
reasonable time following the school break (e.g., six to eight weeks after summer break).
 Degree of Progress – The IEP team reviews the student’s progress toward the IEP goals on critical life skills and
determines whether, without these services, the student’s degree or rate of progress toward those goals, objectives, or
benchmarks will prevent the student from receiving benefit from his/her educational placement during the regular
school year.
 Emerging Skills/Breakthrough Opportunities – The IEP team reviews all IEP goals targeting critical life skills to
determine whether any of these skills are at a breakthrough point. When critical life skills are at this point, the IEP
team needs to determine whether the interruption in services and instruction on those goals, objectives or benchmarks
by the school break is likely to prevent the student from receiving benefit from his/her educational program during
the regular school year without these services.
 Interfering Behaviors – The IEP team determines whether without ESY services any interfering behavior(s) such as
ritualistic, aggressive, or self-injurious behavior(s) targeted by IEP goals have prevented the student from receiving
benefit from his/her educational program during the school year. The team also determines whether the interruption
of programming which addresses the interfering behavior(s) is likely to prevent the student from receiving benefit
from his/her educational programming during the next school year.
 Nature and/or Severity of the Disability – The IEP team determines whether, without ESY services, the nature and/or
severity of the student’s disability is likely to prevent the student from receiving benefit from his/her education
program during the regular school year.
 Special Circumstances or Other Factors – The IEP team determines whether, without ESY services, there are any
special circumstances that will prevent the student from receiving benefit from his/her education program during the
regular school year. Other factors cited include:
- Ability of the child’s parents to provide an educational structure at home;
- Ability of the child to interact with children without disabilities; and
- Areas of the child’s curriculum that need continuous attention.
SE.59b
CONFIDENTIAL
6/2011
LEXINGTON CITY SCHOOLS
EXTENDED SCHOOL YEAR SERVICES
ELIGIBILITY DETERMINATION
Student Name:
School Year:
Date:
To determine critical skills, identify and rate student’s present levels of educational performance within each Area. Use the
following rating scale to evaluate the expected level of performance.
1= within normal range
2 = mildly deficient
3 = moderately deficient
4 = severely deficient
(80% - 100%)
(70% - 79%)
(60% - 69%)
(< 60%)
AREA
RATING
If rating is 4, does the student regress
During service interruption?
Yes
No
Does student relearn skill
Within 45 days?
Yes
No
Fine Motor
Dexterity
Eye-hand Coord.
Gross Motor
Muscle Control
Body Coord.
Locomotion
Communication
Receptive
Expressive
Cognitive
Visual Perc.
Auditory Perc.
Memory
Reasoning
Concept Forma.
Social/Emotional
Adult Interact.
Feelings/Affect
Self-Concept
Coping
Adaptive
Eating
Dressing
Toileting
Attention
Organization
Other:
Data supports eligibility for Extended School Year Services.
Data does not support eligibility for Extended School Year Services.
Please attach to IEP and submit a copy to the Director of Special Education as soon as possible.
Signature of person completing form:
SE.59b
Date:
CONFIDENTIAL
6/2011
LEXINGTON CITY SCHOOLS
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
EXTENDED SCHOOL YEAR SERVICES (ESY)
Student Name:
Date:
Page:
of
10-Digit Student Testing ID Number:
Summarize the IEP team’s discussions and decision about ESY:
If ESY services are to be provided, identify which goals in the current IEP will be addressed by the ESY
services:
Identify the Extended School Year services needed to meet these goals:
ESY Service(s)
School Staff Use Only:
Cc: Parent(s)/Central Office on
Central Office Use Only:
O PowerSchool on
SE.59b
Frequency
Location
Duration
m/d/y to m/d/y
by
by
CONFIDENTIAL
6/2011