Aurora board of education extended school year services for student with disabilities

• 
  Whether ESY services are a necessary, not just beneficial, component of an appropriate education
  
• 
  Whether ESY services are required to prevent significant regression of skills or knowledge due to an interruption of instruction between school years; and
  
• 
  Whether ESY services are required to prevent significant regression of skills or knowledge retained by the child that cannot be recouped in a reasonable amount of time.
  

The IEP team has the ultimate responsibility for determining the appropriateness of extended school year services. The decision regarding the provision of extended school year services will be made annually by the IEP team.

1. 
   General Guidelines (as established by the Ohio Department of Education)
   
   1. 
      The provision of Extended School Year services to a particular child with disabilities shall be determined on an individual basis, based upon the judgment and decision-making produces of the participants in the individualized education program (IEP) conference.
      
   2. 
      In determining whether a particular child with disabilities should received extended school year services, the participants shall consider whether the child is failing, or is likely to fail, to achieve instructional goals and objectives on the IEP due to interruption.
      
   3. 
      A decision at an IEP conference that extended school year services should be provided to a particular student may be made prospectively, based on the judgment of the IEP conference participants.
      
   4. 
      The provision of extended school year services to a particular child with disabilities is not automatic year after year.
      
   5. 
      If extended school year services are identified as needed by the IEP conference participants, such services must be placed on the IEP and shall be provided at no cost to the child or the child’s parents.
      
   6. 
      School district personnel shall inform parents of children with disabilities that extended school year services may be considered at the annual IEP conference.
      

2. 
   Specific Eligibility Guidelines (to be used by ESY Assessment Team and IEP Team)
   

1. 
   Nature of the disability.
   
2. 
   Severity of the disability condition.
   
3. 
   Appropriateness of the IEP goals and objectives.
   
4. 
   Rate of progress toward the achievement of goals and objectives as defined on the IEP.
   
5. 
   Review of the nature of severity of factors which have or may have a direct impact upon the student’s achievement of educational goals and objectives.
   
6. 
   Consideration of the following specific questions:
   
   1. 
      Without extended school year, will the student achieve passing marks and advance from grade to grade by the regular education standards?
      
   2. 
      Is the student able to complete a reasonable portion of his IEP objectives without receiving extended school year?
      
   3. 
      Will the student regress during the summer break to such an extent that he will be unable to recoup his losses within a reasonable time?
      
   4. 
      Has the student continued to progress academically from year to year despite the lack of summer school programming?
      
   5. 
      Would summer disruption cause irreparable or permanent or major loss of skills?
      
   6. 
      How serious would the student’s loss of skills be? Would he lose skills and behaviors such that it would be impossible or unlikely that he would attain that state of self-sufficiency that he would have reached had he attended summer school?
      
   7. 
      Will the student’s regression be extraordinary or irretrievable?
      
   8. 
      Is the student’s regression caused by lack of schooling during the summer break, or does the student regress periodically throughout the year?
      
   9. 
      Are there reasons other than the instruction break between school years that are contributing to lack of progress toward independence of an adult?
      
1. 
   E. S. Y. Referral Guidelines
   
   1. 
      Who may refer a student for consideration of ESY services?
      

B. When may a student be referred for consideration of ESY services?

The referral process can be initiated at any time, though it is expected that most referrals will be initiated at the time of an IEP.

C. How is a referral initiated?

Requests can generally be initiated during an IEP meeting. Requests for ESY services may also be made to the building principal or special services department.

4. 
   Who is responsible for the final determination of ESY services?
   

4. 
   What procedure does the IEP team follow after making it division about ESY services?
   

It is expected that there will be analysis of the student’s progress immediately upon his return to school in the fall and immediately following the first grading period. This data will provide assistance in further evaluation of the issue of server and irreparable regression without recoupment.

H. Is there a continuum of ESY’s?

Yes, the IEP team determines the nature of the ESY services an eligible student with disabilities is to receive. These services are represented on a continuum that may include the provision of materials and/or plans the student can use at home or it may mean a complete extension of the programs and related services as provided during the school year provided throughout summer. The student’s ESY schedule shall be determined by the IEP team.

I. What procedures are followed if there is a disagreement about the ESY issues?

It is anticipated that most disagreements about ESY issues can be resolved, informally, through negotiation.