Extended School Year ESY

No single factor is determinative of the need for extended school year services.  A variety of factors must be examined when considering if a student should receive ESY services.  These factors include, but are not limited to, the degree of the impairment, ability of a child’s parents to maintain child’s level of skills, whether the service is extraordinary to the child’s condition, and the child’s rate of progress, retrospective data such as past regression and rates of recoupment of skills.

ESY should provide for the maintenance of acquired skills and knowledge not the acquisition of or continued development of new skills. For that reason, the amount of services provided for ESY purposes are usually less than that provided during the regular school term where the student is expected to make “progress”.

Services do not replicate those provided in the school year, but are generally limited in scope, duration, intensity, and frequency so as to be sufficient to minimize regression.

Regression is defined as the amount of loss during a scheduled break in instruction of a learned skill or acquired knowledge, which has been specified in the measurable annual goals and short-term objectives and benchmarks in the child’s IEP. Recoupment refers to the amount of time required to recoup those lost skills when school/instruction resumes.

ESY services are provided at one of the C.A.S.E. member district buildings and current information can be found on the C.A.S.E. website.