Extended School Year (ESY) services are crucial for some students with disabilities, ensuring they continue to receive the support they need beyond the traditional school year. Understanding the qualifications for ESY can help educators and parents advocate effectively for their students and gather the necessary documentation to ensure that their student receives services.
- Listen to The Intentional IEP Podcast episode all about ESY Determinations and Eligibility here.
But now, let’s explore the criteria for ESY eligibility, common misconceptions, and the importance of these services.
What is Extended School Year (ESY)?
ESY services refer to special education services provided to students with disabilities during breaks in the school year, primarily the summer months. The goal of ESY is to prevent regression in skills and knowledge that students have acquired during the academic year and maintain skill levels. It is not a time where new material is introduced and taught.
The purpose is truly to make sure students do not lose the skills they’ve gained throughout the school year. ESY is not a mandatory service for all students, but is determined on an individual basis.
Criteria for Eligibility
There are 7 factors that should be looked over when determining eligibilty for ESY services, and the determination should come from a multi-factor decision. This means that ESY should not be decided upon based solely on 1 factor:
- rate of progress
- nature of severity of student’s disability
- critical point of instruction
- regression / recoupment
- emerging skills
- interfering behaviors
- special circumstances
Remember: the decision for ESY eligibility is based on multiple criteria and can be delivered via a variety of environments and structures, such as staff consulting, home teaching, school-based, community-based with school, related services only, or other methods.
Listen to The Intentional IEP Podcast episode all about ESY Determinations and Eligibility here.
To learn more about taking data to show a need for ESY, read on here.
Regression and Recoupment
One of the primary factors in determining whether a student qualifies for ESY is the potential for regression. This is the biggest factor school districts harp on for a student to qualify for services. And if a student has demonstrated a significant loss of skills during breaks in the past, this can be a strong indicator for ESY services. But it shouldn’t be the only factor looked at to make an ESY eligibility determination.
Additionally, if a student requires an extended period to regain lost skills once school resumes, this further supports the need for ESY.
Unique Needs of the Student
Students with disabilities often have unique educational needs that may require additional support during the summer months. The Individualized Education Program (IEP) team must consider these needs, including:
- Behavioral Needs: Students who have behavioral challenges may benefit from continued support to maintain progress.
- Medical Needs: Students with medical conditions that impact their learning may require additional services during breaks.
- Social Skills Development: Some students benefit from social skills instruction, which can be further developed in an ESY program.
IEP Goals and Objectives
The goals outlined in a student’s IEP play a critical role in determining ESY eligibility. If the IEP includes goals that are not likely to be met without summer services, this can justify the need for ESY. The IEP team must evaluate whether providing services during the summer will help the student achieve their educational goals and meet FAPE.
Family Input
Family perspectives are essential in the decision-making process for ESY services. Parents can provide insight into their child’s needs and previous experiences with learning loss during breaks. Their input can help guide the IEP team in making an informed decision.
Common Misconceptions About ESY
- Listen to The Intentional IEP Podcast episode all about ESY Determinations and Eligibility, including 3 common misconceptions about ESY, here.
Misconception 1: ESY is Automatically Provided
Many people believe that all students with disabilities automatically qualify for ESY services. However, eligibility is determined based on individual needs, regression patterns, and IEP goals. Just because a student has an IEP, it does not mean that they will qualify for or even need ESY services.
Misconception 2: ESY is a Summer School Program
While ESY may occur during the summer, it is not simply a summer school program. It focuses specifically on preventing regression and maintaining skills rather than adhering to a traditional curriculum where new material is introduced in a systematic way.
Importance of ESY Services
Providing ESY services is crucial for maintaining students’ educational progress. For many students, breaks can lead to significant learning loss, making it harder to catch up when school resumes. By offering targeted support during these times, educators can help students retain skills and continue their growth.
Understanding what qualifies a student for Extended School Year (ESY) services is vital for educators and parents alike. By focusing on individual needs, past regression patterns, and specific IEP goals, teams can make informed decisions that support student success. Advocacy for these critical services can ensure that students with disabilities receive the continuity of support they need to thrive in their education.
Remember, not all students will qualify for ESY, but if a child demonstrates the need for services, ESY can be a huge help to keep them from regressing.
For more information about ESY qualifications, read what IDEA law says here: https://sites.ed.gov/idea/regs/b/b/300.106
Strong advocacy starts with the right tools and training. At The Intentional IEP, we equip you with 10,000+ data-backed goals, expert-led PD, and easy-to-implement data systems—so you’re not just writing IEPs, you’re writing them with purpose, confidence, and clarity. Advocacy starts here.