Extended School Year Services (ESY) - The Special Education Team

Beau - page 2
7/1999
Revised 8/2004
Examination of Progress on IEP Goals/Objectives
It was evident to the IEP team that Beau had made some academic, social, and
behavioral advances during the year. While he was not at the same level as his PreK
peers, his progress was continuing. The staff of the day care center was using the
techniques provided by the special educator; therefore, there was consistency in
treatment and educational approach.
Factors to Consider:
Consideration of Regression/Recoupment
The IEP team could identify no significant signs of regression in relation to Beau's
IEP goals/objectives.
Consideration of Emerging/Critical Skills and of the Severity of the Disability
The level of Beau's disability was mild to moderate and none of the skills on which he
was working was determined to be emerging and potentially jeopardized by an
interruption in instruction. Beau's progress on his goals/objectives had been steady
throughout the year, and his target skills were well beyond an emerging stage of
development.
Consideration of Interfering Behaviors
The tantrums Beau exhibited had greatly interfered with his participation in the
PreK setting. However, they had dramatically decreased during the year, and there
were some weeks in which no tantrums occurred. It was decided that these tantrums
could be further controlled with adequate transition time and use of the behavior
management approach currently in place.
ESY Determination
The IEP team determined that Beau did not need an extended school year.
CESA #9: 1999 Determining ESY Services, Revised 2004 23