Extended School Year (ESY)
What is Extended School Year (ESY)?
Extended School Year (ESY) services are specialized educational programs provided beyond the traditional school year for students with disabilities who require continued instruction to prevent significant regression. ESY is not the same as summer school; it is an individualized program designed to meet specific needs outlined in a student’s Individualized Education Program (IEP).
When is ESY Recommended?
Special education teams consider ESY services when a student is at risk of losing critical skills during extended breaks. Key factors that determine eligibility include:
Regression and Recoupment: If a student demonstrates significant skill loss over breaks and takes an extended time to regain those skills, ESY may be necessary.
Severity of Disability: Students with more complex needs, such as those with autism, intellectual disabilities, or multiple disabilities, may require continuous support to maintain progress.
Emerging Skills: If a student is at a crucial developmental stage in acquiring a skill (e.g., communication, social interaction, literacy), ESY may help prevent disruption in learning.
Behavioral and Emotional Needs: If a student's behavioral or emotional challenges significantly affect learning and require consistency, ESY can provide structured support.
Previous ESY Effectiveness: If a student has benefitted from ESY in past years, it may indicate a continued need.
How ESY Supports Student Learning
ESY services vary based on individual needs and can include:
Academic Instruction: Continued learning in subjects such as reading, writing, and math to maintain progress.
Therapeutic Services: Occupational, speech, or behavioral therapy to prevent skill regression.
Social and Emotional Support: Structured social opportunities to maintain peer interactions and emotional well-being.
Functional and Life Skills: Reinforcement of daily living skills to ensure continued independence.
How Parents and Educators Can Advocate for ESY
Parents and educators should collaborate to determine if ESY is appropriate for a student. They can:
Track Skill Retention: Document how a student performs after breaks to assess regression.
Use Data to Support Requests: Present progress reports, assessment data, and teacher observations to advocate for ESY eligibility.
Discuss Individual Needs at the IEP Meeting: Ensure ESY is considered as part of the annual IEP review.
By ensuring access to ESY services when needed, schools can help students with disabilities maintain their progress, prevent learning loss, and continue to develop essential skills throughout the year.
