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. But first, let’s explore the criteria for ESY eligibility, common misconceptions, and the importance of these services.
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. 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.
One of the primary factors in determining whether a student qualifies for ESY is the potential for regression. If a student has demonstrated a significant loss of skills during breaks in the past, this can be a strong indicator for ESY services. Additionally, if a student requires an extended period to regain lost skills once school resumes, this further supports the need for ESY.
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:
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 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.
Here is a short snippet from one of the trainings inside of TII membership about involving the parents in the IEP:
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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.
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.
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
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