1. Using Data to Determine Extended School Year
Farmington Public Schools
Music and introduction.

2. KWL: Know, Want to Know, and Learned
What do you know about ESY and its implementation?
What do you know about using data to make the ESY determination?
What do you want to know about ESY and its implementation?
What do you want to know about using data to make the ESY determination?
Chart paper, markers, scrap paper, masking tape or easels

3. What is Extended School Year (ESY)?
A required component of the IDEA
Special education and related services provided beyond the normal school year
In accordance with the IEP
Necessary for the provision of FAPE
At no cost to parents

4. What is the purpose of ESY?
To avoid significant loss of one or more essential skills included in the student’s IEP goals/objectives.
To ensure that achieved goals/objectives will not be significantly jeopardized by the lapse in education programming when school is not in session.
To assist the student in maintaining the current level of functioning/performance on essential IEP goals/objectives.
Voice over.

5. How does the IEP Team consider ESY?
Review empirical data related to IEP goal/objective progress
Review predictive expert opinion based on progress history
Review program/service history
Has the student received ESY in the past? Did it prevent regression?
Identify Essential Skills (critical skills)
Review current data and identification of additional data needs
Voice description of predictive history and review of programs/services history.
“Predictive history may include the teams knowledge of the student’s abilities and struggles upon returning to school each fall. It may also include a discussion of patterns of behavior/skills upon return from weekends, or short breaks in instruction. The team may need to project success/struggle over an extended break in instruction based on knowledge of shorter breaks or past history. While empirical evidence is the best tool for determining ESY, teams may need to consider anecdotal data.”

6. Possible Data Sources Goal data Data recorded and provided by parents
Reports from school personnel, agencies, other professionals
Medical records

7. IEP Goal Measurability
Know what you want to measure
Is it observable?
Know how it can be measured
Will the measure inform instruction?
Know the student’s baseline measure
What is the student currently able to do?
Know how often to measure
Will you measure often enough to change your approach if no progress?

8. Observable Behavior Complete Identify Write Calculate State Read Edit
Discuss
Describe
Choose
Imitate
Assemble
Convert
Follow
Record
Solve

9. Measurability Components
Criteria
Based on the current status (baseline data)
Aimed at progress anticipated within 1 IEP year (with quality instruction)
80% is NOT right for everything
Schedule
Is objective dependent
Informs you about efficacy of your intervention
Should be more frequent than the reporting to parents (semester, grading period…)

10. Example What I want to measure: How I can measure:
Ability to say short vowel sounds when presented with grapheme/CVC word
How I can measure:
Show letter/word cards and ask for the sound
The student’s baseline measure:
Knows how to repeat sounds heard, but no sound – symbol instruction to date
How often I will measure:
Instruction/practice is daily so I will record accuracy one time per week (plotted as an average monthly score)

11. Documenting Goal/Obj Progress
Breaks in Instruction of 5 days or more

12. Example What I want to measure: How I can measure:
Interactions with peers at lunch table (conversational tone, reciprocal conversation, on topic)
How I can measure:
Sit at a table behind the student and listen for tone, reciprocity, topic consistency
The student’s baseline measure:
Student yells, talks over others, talks only about own interests
How often I will measure:
Instruction/practice is twice weekly so I will record observations one time every week (plotted as the best monthly score)

13. Documenting Goal/Obj Progress
Breaks in Instruction of 5 days or more

14. Example What I want to measure: How I can measure:
Calculation of multidigit (3 or more digits) + - x
How I can measure:
Collect work samples
The student’s baseline measure:
Can calculate + - x up to 2 digits accurately (average of 96% of the time). Errors are typically inaccurate calculation when adding/using remainders/regroupings.
How often I will measure:
Instruction/practice is daily so I will save one work sample per week

15. Documenting Goal/Obj Progress
Break in instruction of 5 days or more

16. What factors must an IEP Team consider?
Regression/Recoupment
Inability to maintain an acquired skill
Substantial regression or a serious potential for regression in critical skills identified in the students goals/objectives
Expected as a result of an interruption in instruction OR documented evidence of regression through goal/objective data
Recoupment time is longer than would be normally expected for students
Voice over: The team will need to determine what substantial means. All students regress to some degree, however recoupment must be rapid enough to allow the student to benefit from instruction throughout the school year. If the regression upon returning from a break is so great that gain is very minimal, or non-existent, and that limited gain is not related to the severity of the disability, the team may consider regression as the cause for ESY. Severity of the disability will be discussed next.

17. What factors must an IEP Team consider?
Nature and/or Severity of Disability
Nature/Severity requires a longer school year to prevent regression
Nature/Severity requires a longer school year to recoup lost skills
Nature/Severity requires highly-structured or consistent programming to make progress
Nature/Severity requires longer school year to attain the goals of self-sufficiency and independence from care givers

18. What factors must an IEP Team consider?
Critical Areas of Learning
a skill must be mastered immediately so that mastery is not permanently reduced
a break in instruction will result in a loss of the ‘window of opportunity’ for learning this skill
a change in medical, physical, or sensory status made it possible to predict an accelerated rate of learning will occur during the ESY period
Video of IEP team using the critical skills likert scale.

19. Writing ESY into the IEP
After consideration of ESY and marking the ESY box on the IEP (below ‘programs & services box’)
Attach the ESY Summary form to the IEP with a copy of only those goals & objectives to be addressed during ESY
Attach the data demonstrating need for ESY

20. Writing ESY into the IEP
Note attachment to IEP after checking the “ESY box” (below the programs and services box) on the second to last page of the IEP.
S:\MTC\Special Ed Manual 90808\Forms\IEP Forms\IEP - Elementary IEP Form doc
Use “Extended School Year Summary” form as the attachment to the IEP (see SE Manual)
ESY Extended School Year Summary.docm

21. Case Work Discuss student cases What are your student’s goals?
Are any critical areas/essential skills?
What data have you collected and documented?
What does the data say about the student’s progress?
Does ESY seem to be a possibility?
Based on what ESY criteria: Regression/Recoupment, Nature & Severity, or Critical Areas of Learning

22. Case Work
Write a PLAAFP statement that clarifies/denies the need for ESY. Examples:
Based on IEP goal data, student has made progress throughout the year and has not experienced regression of skills during breaks in instruction. Describe the data.
Based on IEP goal data, student has experienced regression without adequate recoupment on his/her IEP goal(s). Describe the data and criteria for ESY.

23. Case Work Document the need for ESY on the IEP ESY Summary form
Attach the related IEP goal/obj(s)
Attach your supporting data
Write a plan for the delivery of ESY

24. KWL: Know, Want to Know, and Learned
What did you learn about ESY and its implementation?
What did you learn about using data to determine ESY?