You may wonder why you’re seeing an article discussing extended school year (ESY) services when we are only several months into the new school year. The answer is simple: It is never too early to start making your case for ESY services for your child. The earlier, the better.
To effectively advocate for ESY services, it’s essential to establish a strong foundation and develop a solid plan that will support your request. The first step in building the foundation is to familiarize yourself with the laws and eligibility criteria related to ESY services, as this knowledge is crucial for making a compelling case for your child’s educational needs. Once you have that groundwork, you can strengthen it by initiating communication early, reviewing your child’s Individualized Education Program (IEP), and gathering relevant data. These steps will equip you to navigate the system effectively and advocate for your child.
Who is Eligible for ESY Services?
To be eligible for ESY services, a student must have an IEP and meet the local education agency’s (LEA) eligibility criteria.
*It is important to note that ESY standards may vary by state. With frequent PCS moves, I encourage you to check state laws, regulations, and guidance for state-specific information on ESY before arriving at a new duty station. A great resource to help you locate your state-specific guidance is your state’s Parent Training and Information Center.
How is Eligibility Determined?
While each state/district will have its unique process/forms to determine eligibility, a great question to ask when discussing eligibility is, “Without continued support and services, will the student experience a loss of skill(s) that will significantly jeopardize the educational benefits accrued to the student during the regular school year?”
ESY determination is required for every student’s IEP, regardless of eligibility, and should be reviewed at least annually. When discussing ESY eligibility, the decision should be data-based and focus on the child’s unique needs. The team should look at progress monitoring data, student work samples (e.g., handwriting samples, math homework, writing passages, etc.), and assessment and behavior data (e.g., assessment scores, behavior documentation, student grades, etc.), paying particular attention to trends after extended breaks.
*It is important to note that a single criterion cannot be used to determine ESY eligibility. Your child’s team should explore various criteria, including regression and recoupment, emerging skills, the nature and severity of the disability, etc.
What is ESY?
ESY services are special education and related services provided to a student with a disability beyond the regular school year per their IEP. ESY services are not necessarily a continuation of the student’s entire special education program but specific goals/skills identified by their IEP team. In addition, the priority for ESY services is not to teach new skills but to practice maintaining previously acquired or learned skills.
When Can ESY Services Occur?
ESY services are designed to be individualized based on a student’s specific needs, documented in their IEP, meaning they cannot be simply part of a generic “summer school” program. While this is generally the longest break from the normal school year, ESY services may be beneficial during shorter breaks (such as winter and spring holiday breaks). They can extend the student’s normal school day, such as a special tutoring program.
*It is important to note that ESY services differ from summer school, enrichment programs, and compensatory education.
Strategies for Advocating for ESY Services
- Obtain a copy of the ESY determination guidelines specific to your school district and/or state. A copy of ESY guidelines should be available from your child’s district upon request. Familiarize yourself with the guidelines and ask questions if you are unclear about the requirements for ESY.
- Review your child’s IEP. Check your child’s IEP to see if they currently receive ESY services. If not, or if you have questions concerning the current ESY services, you can request an IEP meeting to discuss your questions, concerns, and/or requests.
- Start the ESY conversation early. You do not have to wait for your child’s annual IEP meeting to discuss ESY services. If necessary, request an IEP meeting in writing specifically to discuss/determine ESY eligibility for your child. It is best practice to start the conversation about ESY eligibility early to ensure the team has time to collect and review data and plan for ESY services if your child is eligible.
- Gather and organize documentation. Suppose you notice a difference in your child’s performance throughout the year after breaks, especially after the summer break. In that case, it is vital to begin taking data as soon as possible. Data can include reports from teachers or therapists that highlight regression or insufficient progress during breaks, progress monitoring you are doing at home, work samples, etc. You will also want to review IEP progress reports, test scores, evaluations, behavior charts, and other data from the school when preparing to discuss ESY services. A helpful tool to help keep your student’s data and educational records organized is the Partners in PROMISE Special Education and EFMP Binder.
Advocacy Tips and Resources
Navigating extended school-year services requires a proactive and informed approach. By understanding the available resources, advocating effectively, and collaborating with your child’s team, you will play a pivotal role in securing the support your child needs to thrive.
*If you have questions about ESY eligibility or would like a Partners in PROMISE team member to review your child’s IEP, contact us to sign up for our 1:1 SpEd Parent Consults.
About the Author
Carla Wyrsch
Carla Wyrsch is the spouse of a retired United States Marine and mother of two. She has devoted her career to educating and advocating for children with disABILITIES. Her experience spans a variety of settings, including residential treatment facilities, military bases, public schools, virtual learning, and the Lerner School for Autism at the Cleveland Clinic. She is currently a special education teacher for her local school district. In addition to being an educator, Carla enjoys volunteering with Best Buddies of Greater Memphis, the Organization for Autism Research, and Partners in PROMISE as a content creator and advisory board member.
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