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

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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
Beau - page 3 7/1999 Revised 8/2004 Page ____ of ____ EXTENDED SCHOOL YEAR FOR ____________________ (I-15) _____________________ SCHOOL DISTRICT Does the child require extended school year (ESY) services to receive a free and appropriate public education (FAPE)? � Yes � No If no, explain reasons rejected: No significant signs of regression in relation to Beau’s IEP goals. No skills considered to be emerging. The Behavior Management approach currently in place is considered adequate for dealing with Beau’s behavior concerns. If yes, identify which annual goals, including benchmarks or short term objectives, will be addressed during ESY: Specify all needed services: I. Special Education II. Related services III. Supplementary aids and services - aids, services, and other supports provided to or on behalf of the student in regular education or other educational settings IV. Program modifications or supports for school personnel that will be provided Frequency/ Amount Location Duration (beginning and ending dates) CESA #9: 1999 Determining ESY Services, Revised 2004 24
Page 1 and 2: CESA #9: 1999 Determining ESY Servi
Page 3 and 4: TABLE OF CONTENTS Introduction.....
Page 5 and 6: State Statute Chapter 115.77(lm)(b)
Page 7 and 8: FACTORS TO CONSIDER 7/1999 Revised
Page 9 and 10: Figure 2 Factors to Consider: Criti
Page 11 and 12: STEPS TO FOLLOW WHEN AN IEP TEAM CO
Page 13 and 14: Figure 3: Wisconsin DPI ESY Form (I
Page 15 and 16: 7/1999 Revised 8/2004 SIGNIFICANT C
Page 17 and 18: 7/1999 Revised 8/2004 Must the dist
Page 19 and 20: May a district provide related serv
Page 21 and 22: SCENARIO: ANTONIO 7/1999 Revised 8/
Page 23 and 24: Antonio - page 3 7/1999 Revised 8/2
Page 25: Background Information SCENARIO: BE
Page 29 and 30: David - page 2 7/1999 Revised 8/200
Page 31 and 32: David - page 4 7/1999 Revised 8/200
Page 33 and 34: Kathy - page 2 7/1999 Revised 8/200
Page 35 and 36: SCENARIO: DONETTA 7/1999 Revised 8/
Page 37 and 38: Donetta - page 3 7/1999 Revised 8/2
Page 39 and 40: Victor - page 2 7/1999 Revised 8/20
Page 41 and 42: Background Information SCENARIO: JO
Page 43 and 44: Jonathon -page 3 7/1999 Revised 8/2
Page 45 and 46: Nhia Kou - page 2 7/1999 Revised 8/
Page 47: RESOURCES DPI Bulletin 96, Extended

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

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