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

David - page 2
7/1999
Revised 8/2004
increased. In the spring, his teachers were considering a regular classroom setting for
all of Language Arts/Reading and possibly even math for the upcoming school year.
IEP Team
The IEP team met in May of that year and reviewed David's goals/objectives, addressing
the following areas:
• Initiating appropriate interactions with peers and adults.
• Maintaining conversational exchanges with adults.
• Bringing appropriate materials to class.
• Improving basic academic skills/knowledge in all content areas, with emphasis
on the underlying abstract concepts and/or reasons.
• Increasing the frequency and duration of nondistracting behaviors.
Examination of Progress on IEP Goals/Objectives
It was evident to the IEP team that David had made academic, social, and behavioral
progress during that school year. The team discussed relevant information supporting
the progress he had made.
Factors to Consider:
Consideration of Regression/Recoupment
It was evident to the IEP team that the above-noted progress had continued over the
previous summer, the winter holiday period, a weeklong bout with the flu, and
spring break. No IEP committee member, including his parents, could provide
evidence of significant regression in academic, social, and/or behavioral areas as a
result of breaks in school instruction.
Consideration of Emerging/Critical Skills and of the Severity of the Disability
All members of the IEP team agreed that David was a high functioning student with
stereotypical behaviors and characteristics frequently found in individuals with
Autism, but overall, the severity level of David's disability was mild. David's steady
progress, academic skill levels, basic social skills, and solid communication abilities
did not suggest that David's overall development in any particular area was at a
significant point related to the emergence of a critical life skill. To the contrary,
David's progress over the years was steady with few, if any, set backs and/or times of
difficulty in skill acquisition.
Consideration of Interfering Behaviors
David's decrease in hand flapping/rocking/vocalizing behaviors had been dramatic
from February through May. At the time of the IEP team meeting, David's episodes
of flapping behavior were under the control of his teacher, who guided David's
classroom educational experiences and allowed periodic/time-limited opportunities
for flapping. The team discussed the important relationship between the decrease in
David's flapping/disrupting behaviors and the resulting consideration of an increase
in the amount of time in a regular educational environment.
CESA #9: 1999 Determining ESY Services, Revised 2004 26