Extended School Year

For many families, the term “Extended School Year” (ESY) is a source of confusion and uncertainty. What exactly is ESY, and how do you know if your child qualifies? The decision is not based on grades, attendance, or a desire for summer programming. Instead, it’s a careful, data-driven process guided by a few key questions.

At the heart of the matter are three critical qualifying discussions designed to help the Individualized Education Program (IEP) team determine if a break in instruction would significantly jeopardize a student’s progress. All three questions need to be discussed. Let’s break down what these questions mean and how an IEP team should interpret them.

The 3 Core ESY Qualifying Discussions - #1:

The student regresses or may regress during extended breaks from instruction and cannot relearn the lost skills within a reasonable time.

What it means: All students experience some loss of learning during a long break. For students with IEPs, however, the question is whether this loss of skills will be significant. This isn’t just about slipping a little over the summer; it’s about a substantial backslide in a critical skill area, such as communication, self-help, or academic knowledge, without quickly recouping these skills upon their return to school. For most students, recoupment happens within a few weeks. For a student requiring ESY, the time it takes to regain lost ground would take significantly longer than it would for their non-disabled peers.
How a team should interpret it: The IEP team must look at objective data. They should analyze progress monitoring from before and after previous school breaks (winter, spring, and summer, if applicable). Is there a consistent pattern of a dramatic drop in performance on specific IEP goals? For a student with a severe disability, any amount of regression might be considered significant, while for another student, it may take more. It requires a judgment call based on individualized data.

The 3 Core ESY Qualifying Discussions - #2:

The benefits a student gains during the regular school year will be significantly jeopardized if they are not provided with an educational program during extended breaks from instruction

What it means: This discussion is subtly different from the first in that it highlights the specific student need being discussed. It looks past the specific time needed to recoup skills and focuses on the importance of continued practice of a recently acquired skill. This skill being significant in the child’s ability to move successfully into their next school year.
How a team should interpret it: For example, the benefits of learning to ask for a break as opposed to having an outburst is highly significant for a student’s ability to attend to and learn academic and social emotional concepts. The continuing momentum of successfully asking for a break throughout the summer, will significantly impact the student’s ability to learn in the upcoming school year.

The 3 Core ESY Qualifying Discussions - #3:

The student is demonstrating emerging skill acquisition (“window of opportunity”) that will be lost without the provision of an educational program during extended breaks from instruction.

What it means: This question, sometimes called the “emerging skills” or “breakthrough” criterion, addresses situations where a student is on the cusp of mastering a crucial skill. Interrupting this learning could cause them to lose momentum and may significantly delay or prevent them from ever gaining that skill. Examples include learning a functional communication system, critical self-help skills like toileting, or orientation and mobility skills for a visually impaired student.
How a team should interpret it: The team must consider if the skill is a prerequisite for more advanced learning and if the student is consistently making progress on it. Data should show that the student is nearing mastery. Professional judgment from teachers and therapists is also vital here. They can attest to the importance of the skill and the potential harm of a learning interruption.

The importance of a comprehensive interpretation

It’s crucial for IEP teams to remember that no single factor can determine ESY eligibility. The decision must be based on a comprehensive evaluation of multiple factors. Some of these additional considerations may include:

The nature and severity of the student’s disability
The student’s rate of progress
Behavioral or physical problems
Potential for self-sufficiency

Ultimately, the driving force behind ESY is the concept of a Free Appropriate Public Education (FAPE). The central question for the IEP team is whether, without ESY services, the skills gained during the school year will be at risk, preventing the student from receiving FAPE in the fall.

This means the IEP team must collaborate, gather all available data, and apply their professional judgment with the student’s individual needs at the forefront. Parents are equal partners in this process and should be prepared to discuss their observations, share data, and advocate for their child’s needs during the IEP meeting. By interpreting these three questions thoughtfully and individually, teams can ensure students receive the support they need to maintain their hard-won progress.

I am here to support you

The process and rules around qualifying your child for ESY can be confusing and hard to navigate. If you want to discuss your child’s situation, I offer a free initial consultation. I can help decode the ESY language, attend meetings, and work with you to ensure your child receives all the services they qualify for.

Give me a call!

What exactly is ESY, and how do you know if your child qualifies?