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1342.12 Companion
July 12, 2017
Page 165
All decisions regarding the provision of ESY are made by the CSC based upon the specific needs of each
individual student. The provision of ESY like all components of the IEP, are dynamic and must be
considered and reviewed at least annually.
Factors to Be Considered by the CSC
The provision of ESY is not determined by or limited to specific categories of disability.
When determining the need for ESY services, decisions should always occur based upon the unique,
individual needs of the student. The CSC will consider three essential factors in its determination of ESY
services. These factors, alone or in combination, can indicate the need for ESY.
1.
Regression and Recoupment
2.
Degree of progress
a.
Nature and/or severity of the disability
b.
Interfering behaviors
3.
Emerging skills/breakthrough opportunities/window of opportunity
1.
Regression/Recoupment
- The CSC must present evidence of substantial regression of skills caused
by a school break and a failure to recover those lost skills in a reasonable time following the school
break (e.g., six to eight weeks after summer break).
a.
Regression
- A substantial loss of critical skills being addressed on the student's IEP.
b.
Recoupment (Recovery)
- The ability to recover a loss of instructed skills within a reasonable
time following a normal school break. The CSC determines the criteria exemplifying
reasonable recoupment time based upon collected data.
If no first hand data are available on regression/recoupment, the CSC will determine the need for
ESY from other available sources of information:
Review of the current (and previous) IEP goals, objectives or benchmarks (specifically limited
change/progress in skills over the course of a school year);
Observation and data from teachers, therapists, parents, and others having direct contact
with the student before and during breaks in educational programming;
Data and observations regarding the student's performance after long weekends, vacations,
and past summer breaks;
Curriculum-based assessment and formative and summative assessments
Other relevant factors (e.g. student's case history).
Guiding Questions:
1.
What does pre and post-break data show regarding regression of learned skills?
2.
After extended breaks how much time does it take the student to recoup lost skills?
3.
Did the student experience severe regression on his/her IEP goals/objectives following
extended school breaks?
4.
Did the student require an unreasonably long period of time to relearn previously learned
skills?
2.
Degree of Progress
- The CSC reviews the student's progress on all IEP goals and objectives and
determines: