AURORA BOARD OF EDUCATION
EXTENDED SCHOOL YEAR SERVICES FOR STUDENT WITH DISABILITIES
School districts are responsible for providing students with disabilities with a free
and appropriate-education (F.A.P.E.).
The education program and related services are provided in conformity with
Ohio’s “Rules for the Education of Students with Disabilities.”
It is expected that children with disabilities will receive an appropriate public
education by being provided special education and/or related services during the
approximately 180 days of instruction that a school district provides for all
students. Some children may need instruction beyond the typical school year to
receive a free and appropriate public education, as defined by their IEP. These
children may be eligible for “extended school year” services.
“Extended School Year” (ESY) is an extension of the education the student
receives during the regular school year. It is not enrichment but a continuation
of the IEP objectives that were being implemented during the regular school year.
“Extended School Year” may by the same or different from the child’s regular
school year services, as determined by the IEP team.
The standards for determination of the need for Extended School Year (ESY) will
be:
 Whether ESY services are a necessary, not just beneficial, component of an
appropriate education
 Whether ESY services are required to prevent significant regression of skills
or knowledge due to an interruption of instruction between school years; and
 Whether ESY services are required to prevent significant regression of skills
or knowledge retained by the child that cannot be recouped in a reasonable
amount of time.
The IEP team has the ultimate responsibility for determining the appropriateness
of extended school year services. The decision regarding the provision of
extended school year services will be made annually by the IEP team.
The IEP team will utilize procedures and guidelines developed by the school
district in determining the appropriateness of extended school year services for
students with disabilities.
The parents/guardians of all students with disabilities and suspected disabilities
will receive notification of Extended School Year services during their annual IEP
meeting. Related information is also included in a parent information brochure
entitled “Whose IDEA is this?” which is available to parents through your child’s
teacher or the special services department.
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I.
General Guidelines (as established by the Ohio Department
of Education)
A. The provision of Extended School Year services to a particular child
with disabilities shall be determined on an individual basis, based
upon the judgment and decision-making produces of the
participants in the individualized education program (IEP)
conference.
B. In determining whether a particular child with disabilities should
received extended school year services, the participants shall
consider whether the child is failing, or is likely to fail, to achieve
instructional goals and objectives on the IEP due to interruption.
C. A decision at an IEP conference that extended school year services
should be provided to a particular student may be made
prospectively, based on the judgment of the IEP conference
participants.
D. The provision of extended school year services to a particular child
with disabilities is not automatic year after year.
E. If extended school year services are identified as needed by the IEP
conference participants, such services must be placed on the IEP
and shall be provided at no cost to the child or the child’s parents.
F. School district personnel shall inform parents of children with
disabilities that extended school year services may be considered at
the annual IEP conference.
II.
Specific Eligibility Guidelines (to be used by ESY Assessment
Team and IEP Team)
A. Nature of the disability.
B. Severity of the disability condition.
C. Appropriateness of the IEP goals and objectives.
D. Rate of progress toward the achievement of goals and objectives as
defined on the IEP.
E. Review of the nature of severity of factors which have or may have a
direct impact upon the student’s achievement of educational goals
and objectives.
F. Consideration of the following specific questions:
Aurora City Schools
ESY for Student with Disabilities
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III.
1.
Without extended school year, will the student achieve passing
marks and advance from grade to grade by the regular
education standards?
2.
Is the student able to complete a reasonable portion of his IEP
objectives without receiving extended school year?
3.
Will the student regress during the summer break to such an
extent that he will be unable to recoup his losses within a
reasonable time?
4.
Has the student continued to progress academically from year
to year despite the lack of summer school programming?
5.
Would summer disruption cause irreparable or permanent or
major loss of skills?
6.
How serious would the student’s loss of skills be? Would he
lose skills and behaviors such that it would be impossible or
unlikely that he would attain that state of self-sufficiency that
he would have reached had he attended summer school?
7.
Will the student’s regression be extraordinary or irretrievable?
8.
Is the student’s regression caused by lack of schooling during
the summer break, or does the student regress periodically
throughout the year?
9.
Are there reasons other than the instruction break between
school years that are contributing to lack of progress toward
independence of an adult?
E. S. Y. Referral Guidelines
A. Who may refer a student for consideration of ESY services?
A parent /guardian or teacher may refer a student.
B. When may a student be referred for consideration of ESY services?
The referral process can be initiated at any time, though it is
expected that most referrals will be initiated at the time of an IEP.
C. How is a referral initiated?
Requests can generally be initiated during an IEP meeting.
Requests for ESY services may also be made to the building
principal or special services department.
D. Who is responsible for the final determination of ESY services?
The IEP team will schedule a meeting to review all requests for ESY
services.
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ESY for Student with Disabilities
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E. What procedure does the IEP team follow after making it division
about ESY services?
The IEP team records its decision on the IEP Team Conference
Report Form. If a student is recommended to receive ESY services,
the student’s active IEP is amended. A complete description of the
ESY service plan must be described, including the identification of
the services to be provided, the schedule and location of the
services, the individuals responsible for providing the services, and
the identification of the goals and objectives which will be targeted
for ESY services.
It is expected that there will be analysis of the student’s progress
immediately upon his return to school in the fall and immediately
following the first grading period. This data will provide assistance
in further evaluation of the issue of server and irreparable
regression without recoupment.
H. Is there a continuum of ESY’s?
Yes, the IEP team determines the nature of the ESY services an
eligible student with disabilities is to receive. These services are
represented on a continuum that may include the provision of
materials and/or plans the student can use at home or it may mean
a complete extension of the programs and related services as
provided during the school year provided throughout summer. The
student’s ESY schedule shall be determined by the IEP team.
I. What procedures are followed if there is a disagreement about the
ESY issues?
It is anticipated that most disagreements about ESY issues can be
resolved, informally, through negotiation.
However, if this process fails to resolve the disagreement, the
procedures resolving differences section of the school district’s
“administrative produces for special education” should be followed.
Please contact the Special Services office for further information.
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ESY for Student with Disabilities
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DEFINITION OF TERMS
ESY (Extended School Year): Special education and/or related services
which are provided outside the normal 180 day school year and which target
areas of learning identified on the IEP that are crucial to attaining, to a
reasonable degree, the goals of self-sufficiency and independence.
Regression: Loss of previously attained priority skill or skills as
established on the IEP and determined through review of IEP objectives
resulting from an extended interruption of school.
Recoupment: Length of time required to re-learn priority skills following
an extended interruption of school.
Regression-recoupment problem: Loss of priority skills and failure to
re-learn the skills at a reasonable accuracy level established by the IEP team
comparable to other disabled/non-disabled children within the first grading
period of school, thus interfering with the ongoing educational progress.
IEP Team: the participants in an IEP including a representative of the
school district, the child’s teacher, parent, and the student (where
appropriate).
FAPE: Free and appropriate education.
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ESY for Student with Disabilities
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A u r o r a Ci t y Sc h o ol s
DETERMINATION OF EXTENDED SCHOOL YEAR SERVICES
IEP TEAM WORKSHEET
SCHOOL YEAR _______
Last Name
First Name
Building
Grade
DOB
Student Received ESY Services The Previous Year
If Yes, Note The Outcome:
Date
 Skills Progressed
Teacher
 Yes
 No
 Skills Maintained
 Skills Not Maintained
IEP CRITICALOBJECTIVE(S) CONSIDERATIONS
Critical life skills relate to those skills that lead to independent functioning. Development of the skills can lead to reduced
dependency on future caregivers and enhance a student’s integration with individuals not having disabilities. Critical life skills can
include such things as toileting, feeding, mobility, communication, dressing, self-help and social/emotional. In determining critical
life skills, it is important to recognize the complicated mixture of academic and behavioral issues that need to be considered.
Reading, math, and written language could be considered critical life skills; however, seldom would these deficits alone be
considered critical life skills without consideration of the student’s age, ability, and the number of years the student has left in
school. The following questions may be helpful to the IEP team in determining which objectives are considered critical life skills at
this time:

How old is the student?

How many years does the student have left in school?

Will acquisition or maintenance of skill significantly enhance the student’s ability to function?

Does the lack of skill represent a barrier to continuous progress or self-sufficiency?

Is the skill required across a number of current environments?

Is the skill required across a number of future environments?


Will the skill be required in the near future?
If the student does not perform the skill, will someone else have to do it for him or her?
TEAM DETERMINATION CONSIDERATIONS
I.
REGRESSION / RECOUPMENT FACTOR
 Yes  No
Did the student begin to acquire the skills/knowledge in relation to the IEP objectives during the school
year?
 Yes  No
If yes, is there evidence of significant regression in the student’s acquired skill or knowledge due to
interruption of instruction between school years? If so, please complete the following:
SEPTEMBER:
Does the student show regression of critical skills acquired/learned the previous school year?
 Yes
 No
Summarize regression/recoupment of critical skills:
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ESY for Student with Disabilities
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 Yes  No
Is there evidence the student will regress during the interruption of instruction between school years to
the extent that skills and knowledge were not recouped within the first grading period? If so, please
complete the following:
OCTOBER:
Has the student recouped the knowledge/skills as stated above that impacts progress toward self-sufficiency?
 Yes
 No
Summarize regression/recoupment of critical skills:
 Yes  No
Does the student regress periodically throughout the regular school year?
If yes, how frequent are the intervals of regression:
 Daily
 Weekends
 Extended Breaks (winter, spring)
Summarize regression/recoupment of critical skills:
II.
NATURE / SEVERITY OF DISABILITY / SPECIAL CONSIDERATIONS
Is the nature and severity of the disability such that the student will not acquire the self-sufficiency and
independence related to IEP objectives within the regular school year?
 Yes  No
Explain:
SPECIAL CONSIDERATIONS such as emerging skills with great potential to increase self-sufficiency OR
EXTENUATING CIRCUMSTANCES such frequent health-related absences, new supported employment
position, etc.:
III. TEAM DETERMINATION OF EXTENDEDSCHOOL YEAR SERVICES
 This IEP Team has determined no need for extended school year services.
 This IEP Team has determined a need for extended school year services and the specific objectives to be
targeted are listed below:
Meting date:
Signature
Aurora City Schools
ESY for Student with Disabilities
Title
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EXTENDED SCHOOL YEAR SERVICES – ALLOCATIONS
Once need for extended school year has been established – identify the service required to address the targeted skills. Service may
include, but is not limited to: ideas for play activities, providing parent with materials and instruction, home packets, staff
consultation/monitoring, direct service, traditional summer school with accommodations as necessary, tutoring, and summer
recreation programs.
Services:
Frequency/Duration:
Provider:
Location:
Aurora City Schools
ESY for Student with Disabilities
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Aurora City Schools
ESY for Student with Disabilities
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