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

Kathy – page 2
7/1999
Revised 8/2004
Factors to Consider:
Consideration of Regression/Recoupment
The team also discussed Kathy's pattern of regressing in important, functional skill
areas, which are critical to her future independence from caretakers during even
short interruptions of educational programming, such as spring break or winter
holidays. While Kathy has, in the past, eventually recouped her previous skill levels,
this has occurred only after several months of intensive retraining.
Given Kathy's current age and physical size, the team determined that the amount of
time given to recoupment each school year was not appropriate and interfered with
Kathy's continuity of skill attainment in the critical self-sufficiency (daily living)
areas addressed by her IEP goals/objectives. The team determined the need for ESY
in targeted objectives.
Consideration of Emerging/Critical Skills and the Severity of the Disability
After much discussion, the IEP team determined that Kathy was not at an emerging
stage of a skill critical to her self-sufficiency and/or freedom from caretakers. These
skill areas had already emerged and needed to be enhanced and maintained.
ESY Determination
The IEP team determined that an ESY was needed for Kathy and would target
instruction in the school and home environment for a few hours per week on the skills of
transfer from crawling to furniture, the wheelchair, and to the toilet. The PT would also
be involved periodically in the ESY program for consultation purposes in the home and
school setting. In addition, the mother would come to the school setting periodically to
assist with Kathy's instruction as a way of helping Kathy generalize these skills to the
home setting.
CESA #9: 1999 Determining ESY Services, Revised 2004 30