INDIVIDUALIZED EDUCATION PROGRAM (IEP)School AgeStudent’s Nam.docx

INDIVIDUALIZED EDUCATION PROGRAM (IEP) School
Age
Student’s Name:
Amy Smith
IEP Team Meeting Date (mm/dd/yy):
09/10/15
IEP Implementation Date (Projected Date when Services and
Programs Will Begin):
09/14/15
Anticipated Duration of Services and Programs:
09/09/16
Date of Birth:
7/2/06
Age:
9
Grade:
3
Anticipated Year of Graduation:
2024
Local Education Agency (LEA):
Shippensburg
County of Residence:
Shippensburg
Name and Address of Parent/Guardian/Surrogate:
Phone (Home):
Christopher Smith
Phone (Work):

Other Information:
The LEA and parent have agreed to make the following changes
to the IEP without convening an IEP meeting, as documented
by:
Date of Revision(s)
Participants/Roles
IEP Section(s) Amended
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name:
Page 12 of 17 June 2008
Page 1 of 34 April 2014
IEP TEAM/SIGNATURES
The Individualized Education Program team makes the

decisions about the student’s program and placement. The
student’s parent(s), the student’s special education teacher, and
a representative from the Local Education Agency are required
members of this team. Signature on this IEP documents
attendance, not agreement.
Role
Printed Name
Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***
Community Agency Rep
Teacher of the Gifted****

* The IEP team must invite the student if transition services
are being planned or if the parents choose to have the student
participate.
** If the student is, or may be, participating in the regular
education environment
*** As determined by the LEA as needed for transition
services and other community services
**** A teacher of the gifted is required when writing an IEP for
a student with a disability who also is gifted.
One individual listed above must be able to interpret the
instructional implications of any evaluation results.
Written input received from the following members:
Transfer of Rights at Age of Majority
For purposes of education, the age of majority is reached in
Pennsylvania when the individual reaches 21 years of age.
Likewise, for purposes of the Individuals with Disabilities
Education Act, the age of majority is reached for students with
disabilities when they reach 21 years of age.
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice
during this school year. The Procedural Safeguards Notice
provides information about my rights, including the process for
disagreeing with the IEP. The school has informed me whom I
may contact if I need more information.

Signature of Parent/Guardian/Surrogate:
MEDICAL ASSISTANCE PROGRAM BILLING NOTICE
(Applicable only to parents who have consented to the release
of billing information to Medical Assistance programs)
I understand that the school may charge the School-Based
Access Program (“SBAP”)—or any program that replaces or
supplements the SBAP—the cost of certain special education
and related services described in my child’s IEP. To make
these charges to the SBAP, the school will release to the
administrator of that program the name, age, and address of my
child, verification of Medicaid eligibility for my child, a copy
of my child’s IEP, a description of the services provided and the
times and dates during which such services were provided to my
child, and the identity of the provider of such services. I
understand that such information will not be disclosed, and such
charges will not be made, unless I consent to the disclosure. I
acknowledge that I have provided written consent to disclose
such information.
I understand that my consent is ongoing from year-to-year
unless and until I withdraw it. I can withdraw my consent in
writing, or orally if I am unable to write, at any time. My
refusal to consent or my withdrawal of consent will not relieve
the school of the obligation to provide, at no cost to me or my
family, any service or program to which my child is entitled
under the Individuals with Disabilities Education Act (“IDEA”)
or that is necessary to enable my child to receive a free
appropriate public education as described in my child’s IEP.
I understand that the school cannot—

Require me or my family to sign up for or enroll in any public
benefits or insurance program, such as Medicaid, as a condition
of receiving a free appropriate public education for my child;
Require me or my family to incur any expense for the provision
of a free appropriate public education to my child, including co-
payments and deductibles, unless it agrees to pay such expenses
on my or my family’s behalf;
Cause a decrease in available lifetime coverage or any other
insured benefit;
Cause me or my family to pay for services that would otherwise
be covered by a public benefits or insurance program and that
are required for my child outside the time that he or she is in
school;
Risk the loss of eligibility for home and community-based
waivers, based on aggregate health-related expenditures.
I. SPECIAL CONSIDERATIONS THE IEP TEAM MUST
CONSIDER BEFORE DEVELOPING THE IEP. ANY
FACTORS CHECKED AS “YES” MUST BE ADDRESSED IN
THE IEP.
Is the student blind or visually impaired?
Yes
The IEP must include a description of the instruction in Braille
and the use of Braille unless the IEP team determines, after an
evaluation of the student’s reading and writing skills, needs,
and appropriate reading and writing media (including an
evaluation of the student’s future needs for instruction in
Braille or the use of Braille), that instruction in Braille or the

use of Braille is not appropriate for the student.
x
No
Is the student deaf or hard of hearing?
Yes
The IEP must include a communication plan to address the
following: language and communication needs; opportunities for
direct communications with peers and professional personnel in
the student’s language and communication mode; academic
level; full range of needs, including opportunities for direct
instruction in the student’s language and communication mode;
and assistive technology devices and services. Indicate in which
section of the IEP these considerations are addressed. The
Communication Plan must be completed and is available at
www.pattan.net
x
No

Does the student have communication needs?
x
Yes
Student needs must be addressed in the IEP (i.e., present levels,
specially designed instruction (SDI), annual goals, etc.)
No
Does the student need assistive technology devices and/or
services?
Yes
Student needs must be addressed in the IEP (i.e., present levels,
specially designed instruction, annual goals, etc.)
x
No
Does the student have limited English proficiency?
Yes

The IEP team must address the student’s language needs and
how those needs relate to the IEP.
x
No
Does the student exhibit behaviors that impede his/her
learning or that of others?
x
Yes
The IEP team must develop a Positive Behavior Support Plan
that is based on a functional assessment of behavior and that
utilizes positive behavior techniques. Results of the functional
assessment of behavior may be listed in the Present Levels
section of the IEP with a clear measurable plan to address the
behavior in the Goals and Specially Designed Instruction
sections of the IEP or in the Positive Behavior Support Plan if
this is a separate document that is attached to the IEP. A
Positive Behavior Support Plan and a Functional Behavioral
Assessment form are available at www.pattan.net

No
Other (specify):
II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE
Include the following information related to the student:
· Present levels of academic achievement (e.g., most recent
evaluation of the student, results of formative assessments,
curriculum-based assessments, transition assessments, progress
toward current goals)
· Present levels of functional performance (e.g., results from a
functional behavioral assessment, results of ecological
assessments, progress toward current goals)
· Present levels related to current postsecondary transition goals
if the student’s age is 14 or younger if determined appropriate
by the IEP team (e.g., results of formative assessments,
curriculum-based assessments, progress toward current goals)
· Parental concerns for enhancing the education of the student
· How the student’s disability affects involvement and progress
in the general education curriculum
· Strengths
· Academic, developmental, and functional needs related to
student’s disability
The student is performing below expected levels in reading and
math. Amy is approaching proficiency in reading writing and
math benchmarks.
Notes from Second Grade Teacher:
Amy is a very intelligent girl but is easily distracted and
demonstrates off-task behaviors, such as getting up from her

desk while she is supposed to be working, physically and
verbally refusing to do what the other students are doing, using
materials inappropriately such as writing with marker on the
floor, using her scissors to cut hair instead of her word cards,
pushing papers and other items off desks and tables, as well as
running away from whoever is trying to discipline her. She
imitates the teacher while holding up other storybooks in front
of the class and pretending to explain them while I am reading
to other students. She has moved the name cards on the job
chart so she can do the job she wants without regard for the
other students having a turn. She is distracted from her work
and is distracting the other students from doing their work
because she does whatever she chooses to do. During
handwriting lesson she was in the back of the room, doing dance
steps and cartwheels. She plays with the materials that have
been set out for the days’ instruction, when she chooses not to
do what the other second graders are doing. She comes in late in
the morning because she doesn’t want to leave Miss. Bower’s
classroom and I have to call over to get her lunch choice so we
can send the lunch and attendance to the office. The
environment in the classroom needs to be conducive to the
education of all students, but the behavior of this student
severely limits her learning and socialization as well as that of
the students around her.
Notes from LSS teacher:
Amy is a very caring student who worries about friends and
teachers. She has trouble transitioning from a preferred task to
an unpreferred task. Amy’s behavior at the start of the 2014-
2015 school year have been significantly higher than the past
three years. This could be due to changes in staffing. Some of
the behaviors that we are currently seeing that we didn’t see last
year include, running, hiding in areas she’s not supposed to be
(boys bathroom and custodial office), and throwing herswlf on
the floor and refusing to get up. Last year, Amy responded well
to Mrs. V and Mrs. H. However, this year she isn’t consistently

responding to either person. When Amy is able to focus on her
academics, she does a really good job. She is also very social
and tries to befriend the new people all the time.
Other functional skills (i.e. related service reports and
Employment Skills)
Occupational Therapy:
Amy is currently seen directly for Occupational Therapy. She
has been working towards one goal regarding self-regulation
skills with the following progress:
Goal: When given a verbal, visual, or gestural prompt, Amy will
improve her regulation skills as demonstrated by utilizing a tool
to aide self in regulating to an expected state in 4 out of 5
consecutive charted opportunities.
Progress: Amy has been working toward recognizing emotions
in order then be able to recognize what she is feeling to select
appropriate tools in order to self-regulate. She can identify
emotions (pictures of real people) through and iPad application
with 90-100% accuracy. Gwynn worked for several months to
reach this accuracy, as her beginning accuracy measures were
well below 50%. She made great, consistent progress on this
and will continue to use the application as she becomes
consistent in receiving accuracies of 100% when labeling and
recognizing emotions.
During role-play scenarios, Amy has more difficulty identifying
what emotion the therapist is acting out and requires moderate
(50%) assistance from the therapist to identify the emotion.
When the therapist gives Amy an emotion to act out, she
completes the task more independently (not requiring as much
assistance) but resists acting out unfamiliar emotions and
instead prefers to act out the following: sad, sill, frustrated,
tired, and happy.

Other information: Amy reportedly has difficulty performing
ADL’s independently, particularly related to toileting (wiping)
which has effected parts of her school day. The therapist spoke
to W and Ms. Z and Amy’s mom to gain more information. Ms.
W and Ms. Z noted the difficulty with toileting independence
does not affect Amy’s school day. Through a conversation with
Amy’s mom, the therapist learned that Amy struggles with
toileting independence at home, as well as at school. Amy’s
mom shared that Amy often waits until the last minute to go,
but does not wipe on her own, she asks for assistance from
mom, She also shared that Amy wipes from back to front
direction, which is concerning due to the possibility of
infections. The time spent in the bathroom effects Amy’s daily
routine and support from OT to target toileting, will be added to
her OT goals. A goal relating to self-care and ADL, in
particular toileting, will be added to Amy’s OT goals.
Additionally, noted concern relating to Amy’s nearing puberty.
As Amy approaches that developmental stage, the OT will
provide resources and information in order to support Amy’s
self-care and independence in the school setting so that she may
be successful in her ADL’s at school.
Recommendations and Plan: It is recommended that Amy
continue to receive direct Occupational Therapy services at a
frequency of 18 sessions per year in addition to 15 minutes a
month of SSP provided to teachers and staff. Her goals should
be modified to be more achievable and include recognizing what
emotion she is feeling prior to selecting strategies to regulate
herself and to include a goal targeting self-care and ADL.
Speech/Language Therapy
Amy receives 2, 30 minute speech/language sessions per every 5
school days in a small group setting. Amy is aware of her
speech schedule, and usually reminds the clinician throughout
the day what time she is coming to speech. She is always
willing to come to speech no matter what activity she has been

working on when it is time to leave. Amy has a positive attitude
and gets along well with her peers during speech sessions. Amy
likes to be the boss at times, and occasionally has difficulty
following directions because it’s not exactly how she would like
to do the task. Amy occasionally has difficulty transitioning
back to the classroom after speech sessions; however, she has
gotten much better at leaving the speech room. Amy does put
forth efforts during speech sessions to improve her language,
articulation and fluency skills.
Language:
Amy has been working on improving her grammatical structures
during speech sessions. Targets that she has been working on
include verb tenses, auxiliaries/copulas, and articles. Amy has
made great progress in regards to using grammar in her writing
and speech. Amy has met the goal of relating to use of regular
plurals, auxiliaries/ copulas, and articles. Amy does a wonderful
job at using regular past tense and regular plurals, but can
sometimes still struggle with the irregular forms. The goal area
for the coming IEP year will focus on irregular plurals, and
irregular past tense verbs.
Articulation:
Amy has been working on producing target speech sounds at the
word level at 80% accuracy. Amy has made remarkable progress
with her speech sounds and has met this goal! By the end of the
2014-2015 school year, Amy was producing her targets of
/f/,/v/,/l/, and /s blends/ with 82% accuracy over four data
points. The goal area for Amy is now to be producing her target
sounds correctly at the sentence level, to continue to improve
her speech intelligibility. Amy has made great progress and
really strives to imitate the clinician’s placement of the
articulators during speech sessions.
Fluency:
Amy is currently working on producing “easy talking” at the

sentence level without the presence of fluency disrupters. Amy
has made some progress with this goal; however, this is an area
where she still struggles. Amy speaks with a rapid rate, and it is
apparent that sometimes her motor planning for speech, cannot
keep up with her processing what she wants to say. She does a
great job at identifying “bumpy”. For this year, it would be
beneficial to have a goal of when she is asked to repeat
something in her smooth speech, that when she does the
repetition it will be smooth. At this time, whenever she is asked
to repeat something in her smooth speech, repetitions still have
some fluency disrupters in them. It is important that Amy
becomes aware of when she is using “bumpy” speech, and also
when she is given the chance to repeat herself and make her
speech more intelligible that she is doing that correctly.
Speech/ Language Summary
It is believed that Amy will continue to improve her language,
articulation, and fluency skills. She continues to meet the
federal definition of a student who has a speech/language
impairment, as defined by IDEA. Amy is still in need of direct
services. It is recommended that she continue to receive
services at the same frequency and duration.
1. Behaviors that impede learning. (Describe the behavior, the
triggers of the behavior, the triggers of the behavior and the
function of the behavior.)
N/A
2. Daily living/skills: (hygiene, dressing, basic consumer
skills.)
Amy is independent in daily living skills. She is uses the
restroom independently. She washes and dries her hands by
herself. She eats independently with minimal assistance at times
to open milk cartons or ketchup packages. She retrieves her

lunch and disposes of her trash and tray without assistance.
Amy struggles to tie her shoes independently. Amy can button
and zipper independently and often helps other students in the
room with their zippers and buttons.
3. Parental concerns for enhancing the education of the student.
Parent did not share any concerns not already addressed in1-3.
4. Other relevant information.
N/A
5. How the student’s disability affects involvement and progress
in the general education curriculum.
Due to Amy’s functional skills in academic areas, behavior, and
communication, she would need significant modifications and
adaptions to be successful in general education curriculum.
Therefore, she participates in the Life Skills Support
Curriculum which focuses on those reading, writing, math,
behavior and communication skills needed for everyday life.
Amy’s language, articulation, and fluency impairments may
cause her difficulties wither her reading, writing, spelling, and
communication skills within the general education classroom
without support. In addition, her communication partner may
find her speech difficult to understand.
6. Student’s Strengths (include interests and preferences for
students who will be 16 or over during the duration of the IEP)
· Amy comes to speech sessions willingly
· Amy is able to correct errors from complete sentences when
provided with the verbal or visual cues
· Amy retains skills and strategies taught for speech/language
· Amy is aware of disfluent speech
· Caring

· Friendly
· Making academic progress
· Reading fluently on a first grade level
· Adding and subtracting simple, single digit computation
problems
· Identifying money and values
· Telling the time to the ¼ hour
· Copying upper and lowercase letters of the alphabet
· Persistent when working on self-directed tasks
· Amy follows the session schedule
· Eager to learn and complete tasks
· Kind
· Amy always puts forth best efforts in speech
· Amy gets along well with her peers
· Amy has a great memory for schedules
7. Academic, Developmental, Functional Needs Related to the
Student’s Disability (include transition related needs for
students who will be 16 or over during the duration of this IEP)
· Amy needs to increase MLU and improve sentence structure
· Amy needs to improve articulation errors.
· Amy needs to decrease disfluent speech and increase use of
easy talking.
· Telling time to the 5 minute
· Reading comprehension
· Second grade computation
· Adding coins
· Reading fluently at a second grade level
· Improve self-regulation skills in classroom and school
environment
· Improve self-regulation skills
· Improve independence related to ADL and self-care
· Amy needs to improve her articulation skills
· Amy needs to improve her language skills
· Amy needs to improve her fluency skills

III. TRANSITION SERVICES – This is required for students
age 14 or younger if determined appropriate by the IEP team. If
the student does not attend the IEP meeting, the school must
take other steps to ensure that the student’s preferences and
interests are considered. Transition services are a coordinated
set of activities for a student with a disability that is designed
to be within a results oriented process, that is focused on
improving the academic and functional achievement of the
student with a disability to facilitate the student’s movement
from school to post school activities, including postsecondary
education, vocational education, integrated employment
(including supported employment), continuing and adult
education, adult services, independent living, or community
participation that is based on the individual student’s needs
taking into account the student’s strengths, preferences, and
interests.
POST SCHOOL GOALS – Based on age appropriate
assessment, define and project the appropriate measurable
postsecondary goals that address education and training,
employment, and as needed, independent living. Under each
area, list the services/activities and courses of study that
support that goal. Include for each service/activity the location,
frequency, projected beginning date, anticipated duration, and
person/agency responsible.
For students in Career and Technology Centers, CIP Code:
Postsecondary Education and Training Goal:
Measurable Annual Goal
Yes/No
(Document in Section V)

Courses of Study:
Service/Activity
Location
Frequency
Projected Beginning Date
Anticipated Duration
Person(s)/Agency Responsible
Employment Goal:
Yes/No
Courses of Study:
Service/Activity
Location
Frequency

Independent Living Goal, if appropriate:
Yes/No
Courses of Study:
Service/Activity
Location
Frequency

IV. PARTICIPATION IN STATE AND LOCAL
ASSESSMENTS
Instructions for IEP Teams:
Please select the appropriate assessment option. Information on
available testing accommodations may be found in the
Accommodations Guidelines available on
www.education.state.pa.us.
State Assessments
Not Assessed
No statewide assessment is administered at this student’s grade
level.
No English proficiency assessment administered because the
student is not an English Language Learner.
PSSA (Math administered in grades 3-8; Science administered
in grades 4 and 8; Reading administered in grades 3-8; Writing
administered in grades 5
and 8; and ELA*)
Tested Subject
Without Accommodations
With Accommodations
Accommodations to be Provided
Math

N/A
Science
N/A
Reading
N/A
Writing
N/A
ELA*
N/A
*ELA will replace the Reading and Writing PSSAs in 2014-15
for grades 3-8.
Keystone Exam (Replaces the 11th grade PSSA in high school;
Student must participate by 11th grade)
Tested Subject
With Accommodations
Algebra 1
N/A
Literature

N/A
Biology
N/A
Keystone Project Based Assessment (Available when student is
unable to demonstrate proficiency on a Keystone Exam or
Keystone Exam module.)
Tested Subject
With Accommodations
Algebra 1
Literature
Biology
Validated Local Assessment (Available when selected as option
by LEA)
Tested Subject
With Accommodations

Algebra 1
Literature
Biology
PASA (Administered in grades 3-8, 11 for Reading and Math;
Grades 4, 8, 11 for Science)
X
Student will participate in the PASA.
Explain why the student cannot participate in the PSSA or the
Keystone Exam for Reading/Literature, Math/Algebra 1,
Science/Biology, and Composition (The Composition exam will
be available for the 2016-17 school year):
Due to significant delay in cognition and participation in an
alternate curriculum, Amy would be unable to successfully
participate in grade level assessments. Based on Amy’s
instructional goals and learning characteristics, the PSSA would
be an inappropriate evaluation tool of Amy’s educational
abilities.

Explain why the PASA is appropriate:
According to the 6 criteria outlined by PDE, she is eligible to
take the alternate assessment.
Choose how the student’s performance on the PASA will be
documented.
X
Videotape (preferred method)
Written narrative notes (requires prior approval in accordance
with PDE guidance)
ACCESS for ELLs (Administered in grades K-12)

Domains
With Accommodations
Unable to Participate
Accommodations to be Provided or Rationale for Inability to
Participate in Selected Domains
Listening
Reading
Writing
Speaking
Alternate ACCESS for ELLs (Administered in grades 1-12)
Student will participate in the Alternate ACCESS for ELLs.

Explain why the student cannot participate in the ACCESS for
ELLs:
Explain why the Alternate ACCESS for ELLs is appropriate:
Domains
With Accommodations
Unable to Participate
Accommodations to be Provided or Rationale for Inability to
Participate in Selected Domains
Listening

Reading
Writing
Speaking
Local Assessments
Local assessment is not administered at this student’s grade
level; OR
Student will participate in local assessments without
accommodations; OR

Student will participate in local assessments with the following
accommodations; OR
x
The student will take a local alternate assessment.
Explain why the student cannot participate in the local regular
assessment:
Due to significant delays in cognition and participation in an
alternate curriculum, Amy would be unable to successfully
participate in grade level assessments. Based on Amy’s
instructional goals and learning characteristics, the local
assessments would be an inappropriate evaluation tool for
Amy’s educational abilities.

Explain why the local alternate assessment is appropriate:
According to the 6 criteria outlined by PDE, she is eligible to
take the alternate assessment.
V. GOALS AND OBJECTIVES – Include, as appropriate,
academic and functional goals. Use as many copies of this page
as needed to plan appropriately. Specially designed instruction
may be listed with each goal/objective or listed in Section VI.
Short term learning outcomes are required for students who are
gifted. The short term learning outcomes related to the student’s
gifted program may be listed under Goals or Short Term
Objectives.
MEASURABLE ANNUAL GOAL
Include: Condition, Name, Behavior, and Criteria
(Refer to Annotated IEP for description of these components)
Describe HOW the student’s progress toward meeting this goal
will be measured
Describe WHEN periodic reports on progress will be provided

to parents
Report of Progress
Given a second grade reading passage, Amy will read 103 words
per minute on four out of six consecutive data collection points.
HOW: progress monitoring, graph, data collection
When: Quarterly report cards
SHORT TERM OBJECTIVES – Required for students with
disabilities who take alternate assessments aligned to alternate
achievement standards (PASA).
Short term objectives / Benchmarks
per minute on four out of 6 consecutive data collection points.

Objectives.
will be measured
to parents
Report of Progress
When read a first grade paragraph, Amy will respond to 10 oral
comprehension questions with 90% accuracy in 4 out of 6
consecutive trials.
When read a first grade reading passage, Amy will respond to
10 oral comprehension questions with 80% accuracy.

Objectives.
will be measured
to parents
Report of Progress
When given basic mixed addition and subtraction facts probe
from AIMS WEB, Amy will be able to score 17 on the probe in
a 2 minute time frame in four out of six consecutive trials.

will be measured
to parents
Report of Progress
Given a second grade math concepts and applications probe and
eight minutes, Amy will be able to score 21 points on four out
of six consecutive data collection points.
Given a second grade math concepts and applications probe and
eight minutes, Amy will be able to score 19 points on four out
of six consecutive data collection points.

will be measured
to parents
Report of Progress
When shown an object or picture, Amy will write two sentences
about the picture or object using the following rubric:
· 2 complete sentences
· Capitalization
· Punctuation
· Line awareness
· Correct letter size
· Spacing
· Sentences relate to pictures
· Neatness
· Sight words spelled correctly
With 80% accuracy in 4 out of 6 consecutive trials.

When shown an object or picture, Amy will write two sentences
about the picture or object using the above rubric with 60%
accuracy in 4 out of 6 consecutive trials.
will be measured
to parents
Report of Progress
Given verbal and/ or visual cues, Amy will identify what

emotion she is feeling and why and choose appropriate
strategies to calm herself and regulate herself in 4 out of 5
consecutive trials or reports from staff.
HOW: Classroom observations, therapist data collection,
progress monitoring, teacher report
Given verbal and/ or visual cues, Amy will identify what
emotion she is feeling and why and choose appropriate
strategies to calm herself and regulate herself in 3 out of 5
consecutive trials or reports from staff.

will be measured
to parents
Report of Progress
Given verbal and/ or visual cues, Amy will recognize when she
needs to use the restroom and, when she has a BM, wipe with
proper technique, use an adequate amount of toilet paper and
wipe thoroughly in 4 out of 5 consecutive trials.
HOW: Therapist data collection, Progress Monitoring, Teacher
report

will be measured
to parents
Report of Progress
During structured activities, Amy will utilize irregular plurals,
and irregular past tense verbs independently with 90% accuracy
over 3 consecutive data collection points.
HOW: Session Performance Tracking with data taken monthly
During structured activities, Amy will utilize irregular plurals,
and irregular past tense verbs independently with 70% accuracy
over 3 consecutive data collection points.

will be measured
to parents
Report of Progress
During structured activities, Amy will utilize target phonemes
in all positions of words at the sentence level with 80%
accuracy over 3 consecutive data collection points.
Targets include but aren’t limited to: /f/, /v/, /s blends/, /l/
HOW: Session Performance Tracking with data taken monthly
Amy will produce /f/ in all positions of words at the sentence
level with 80% accuracy over 3 consecutive data collection
points.
Amy will produce /f/ in all positions of words at the sentence
points.

Amy will produce /s blends/ in all positions of words at the
sentence level with 80% accuracy over 3 consecutive data
collection points.
Amy will produce /l/ in all positions of words at the sentence
points.
will be measured
to parents
Report of Progress
During structured activities, When Amy exhibits fluency
disruptors and is asked to repeat her statement, Amy will use
smooth speech during the repetition with 80% accuracy over 3
consecutive data collection points.
HOW: Session Performance Tracking with data taken monthly.

During structured activities, When Amy exhibits fluency
disruptors and is asked to repeat her statement, Amy will use
smooth speech during the repetition with 70% accuracy over 3
consecutive data collection points.
VI. SPECIAL EDUCATION / RELATED SERVICES /
SUPPLEMENTARY AIDS AND SERVICES / PROGRAM
MODIFICATIONS – Include, as appropriate, for nonacademic
and extracurricular services and activities.
A. PROGRAM MODIFICATIONS AND SPECIALLY
DESIGNED INSTRUCTION (SDI)
· SDI may be listed with each goal or as part of the table below.
· Include supplementary aids and services as appropriate.
· For a student who has a disability and is gifted, SDI also
should include adaptations, accommodations, or modifications
to the general education curriculum, as appropriate for a student
with a disability.
Modifications and SDI
Location
Frequency
Provide Amy a quiet, “safe” space or activity where she can
calm and regulate herself such as out of sight other students or
in a comfortable spot (bean bag, carpet, walk in hallway, talk to

teacher/ staff, etc.
When she needs to calm down
9/14/15
9/9/16
Provide Amy with a visual bathroom chart/ guide (steps to
toileting successfully) which she will have available to her to
reference before performing bathroom ADL and self- care
Daily
9/14/15
9/9/16
Repetition and redirection
Daily
9/14/15
9/9/16
Improve on-task behavior with positive reinforcements and
consequences
Daily
9/14/15
9/9/16
Provide Amy with a structured, consistent environment with
clearly defined limits
Daily
9/14/15
9/9/16
Modeling, cueing, and gesturing
Daily
9/14/15
9/9/16
Encourage communication to expand vocabulary

Daily
9/14/15
9/9/16
Provide ample wait time after giving directions (10 seconds)
Daily
9/14/15
9/9/16
Amy will provided with assistance to ensure understanding of
the assessment directions and clarification of test questions
When tests are given
9/14/15
9/9/16
Amy will be permitted to take regular education tests in the
special education room.
When tests are given
9/14/15
9/9/16
CBI (community Based Instruction) trips will be provided to
reinforce etiquette and social skills in a community.
School to community
At least 4x per year
9/14/15
9/9/16
Use of manipulatives for academic tasks
Daily
9/14/15
9/9/16
Teacher communication to parent about Amy’s day
School to home
At least twice a week.
9/14/15
9/9/16

Speech therapy will take place in the form of small group and/
or individualized therapy with the Speech/ Language Clinician
Speech room and/or various settings around the building
Average of 2, 30- minute sessions per every 5 school days.
9/14/15
9/9/16
Take-home activities/ assignments should be provided by the
speech clinician to elicit carry- over of skills
Minimum 9x/IEP year
9/14/15
9/9/16
Speech Clinician will provide a model of correct target
objectives through use of visual and/ or verbal cues
During speech sessions
9/14/15
9/9/16
Clinician will provide multiple opportunities for Amy to
practice her language, articulation, and fluency objectives.
During speech sessions
9/14/15
9/9/16
B. RELATED SERVICES – List the services that the student
needs in order to benefit from his/her special education
program.

Service
Location
Frequency
OT
18, 30- minute sessions per IEP year
9/14/15
9/9/16
Speech Language
Avg. of 2x per every 5 school days (session lasting 30 minutes)
totaling at least 54 sessions by the end of the IEP year.
9/14/15
9/9/16
C. SUPPORTS FOR SCHOOL PERSONNEL – List the staff to
receive the supports and the supports needed to implement the
student’s IEP.
School Personnel to Receive Support
Support
Location
Frequency

All staff who work with the student
Specially designed instruction will be distributed to staff
members who work with the student
Regular School
1st week of each course
9/14/15
9/9/16
All staff who work with the student
Specially designed instruction will be distributed to staff
members who work with the student regarding self- regulation
and school related ADL
School
1st week of each course
9/14/15
9/9/16
D. GIFTED SUPPORT SERVICES FOR A STUDENT
IDENTIFIED AS GIFTED WHO ALSO IS IDENTIFIED AS A
STUDENT WITH A DISABILITY – Support services are
required to assist a gifted student to benefit from gifted
education (e.g., psychological services, parent counseling and
education, counseling services, transportation to and from gifted
programs to classrooms in buildings operated by the school
district).
Support Service
N/A
Support Service
N/A

Support Service
N/A
E. EXTENDED SCHOOL YEAR (ESY) – The IEP team has
considered and discussed ESY services, and determined that:
X
Student IS eligible for ESY based on the following information
or data reviewed by the IEP team:
Amy is eligible for Extended School Year because she
participated this past summer and it helped behaviorally with
the transition back to school this fall.
OR
As of the date of this IEP, student is NOT eligible for ESY
based on the following information or data reviewed by the IEP
team:

The Annual Goals and, when appropriate, Short Term
Objectives from this IEP that are to be addressed in the
student’s ESY Program are:
· When presented with 10 specific grammar activities, Amy will
independently produce target grammatical structures in
sentences in 80% of the attempts, across 3 data collection
points.
· Throughout a 100-word speech sample, provided decreasing
cues, Amy will produce her target speech sounds, in all
positions of words, with 80% accuracy, across 3 data collection
points. Targets to include but not limited to: f, v, s- blends
· During therapy sessions, Amy will produce “easy talking” at
the sentence level without the presence of fluency disrupters in
9/10 trials over 3 collection data points.
If the IEP team has determined ESY is appropriate, complete
the following:
ESY Service to be Provided
Location
Frequency

VII. EDUCATIONAL PLACEMENT
A. QUESTIONS FOR IEP TEAM – The following questions
must be reviewed and discussed by the IEP team prior to
providing the explanations regarding participation with students
without disabilities.
It is the responsibility of each public agency to ensure that, to
the maximum extent appropriate, students with disabilities,
including those in public or private institutions or other care
facilities, are educated with students who are not disabled.
Special classes, separate schooling or other removal of students
with disabilities from the general educational environment
occurs only when the nature or severity of the disability is such
that education in general education classes, EVEN WITH the
use of supplementary aids and services, cannot be achieved

satisfactorily.
· What supplementary aids and services were considered? What
supplementary aids and services were rejected? Explain why the
supplementary aids and services will or will not enable the
student to make progress on the goals and objectives (if
applicable) in this IEP in the general education class.
· What benefits are provided in the general education class with
supplementary aids and services versus the benefits provided in
the special education class?
· What potentially beneficial effects and/or harmful effects
might be expected on the student with disabilities or the other
students in the class, even with supplementary aids and
services?
· To what extent, if any, will the student participate with
nondisabled peers in extracurricular activities or other
nonacademic activities?
Explanation of the extent, if any, to which the student will not
participate with students without disabilities in the regular
education class:
Amy participates in the Life Skills Support Curriculum which
focuses on those reading, writing, math, behavior and
communication skills needed for everyday life. The age range in
this classroom exceeds the maximum range allowed for in state
law. The IEP team feels that in spite of this, this classroom is
the most appropriate placement.
Explanation of the extent, if any, to which the student will not
participate with students without disabilities in the general
education curriculum:
Due to Amy’s functional skills in academic areas, behavior, and

communications, she would need significant modifications and
adaptations to be successful in a general education curriculum.
B. Type of Support
1. Amount of special education supports
Itinerant: Special education supports and services provided by
special education personnel for 20% or less of the school day
X
Supplemental: Special education supports and services provided
by special education personnel for more than 20% of the day but
less than 80% of the school day
Full-Time: Special education supports and services provided by
special education personnel for 80% or more of the school day
2. Type of special education supports
Autistic Support
Blind-Visually Impaired Support

Deaf and Hard of Hearing Support
Emotional Support
Learning Support
X
Life Skills Support
Multiple Disabilities Support
Physical Support
X
Speech and Language Support
C. Location of student’s program

Name of School District where the IEP will be implemented:
Name of School Building where the IEP will be implemented:
Is this school the student’s neighborhood school (i.e., the
school the student would attend if he/she did not have an IEP)?
X
Yes
No. If the answer is “no,” select the reason why not.
Special education supports and services required in the
student’s IEP cannot be provided in the neighborhood school
Other. Please explain:

VIII. PENNDATA REPORTING: Educational Environment
(Complete either Section A or B; Select only one Educational
Environment)
To calculate the percentage of time inside the regular
classroom, divide the number of hours the student spends inside
the regular classroom by the total number of hours in the school
day (including lunch, recess, study periods). The result is then
multiplied by 100.
SECTION A: For Students Educated in Regular School
Buildings with Non Disabled Peers – Indicate the Percentage of
time INSIDE the regular classroom for this student:
Time spent outside the regular classroom receiving services
unrelated to the student’s disability (e.g., time receiving ESL
services) should be considered time inside the regular
classroom. Educational time spent in age-appropriate
community-based settings that include individuals with and
without disabilities, such as college campuses or vocational
sites, should be counted as time spent inside the regular
classroom.
Calculation for this Student:
Column 1
Column 2
Calculation
Indicate Percentage
Percentage Category
Total hours the student spends in the regular classroom per day
Total hours in a typical school day
(including lunch, recess & study periods)
(Hours inside regular classroom ÷ hours in school day) x 100 =

%
(Column 1 ÷ Column 2) x 100 = %
Section A: The percentage of time student spends inside the
regular classroom:
Using the calculation result – select the appropriate percentage
category
3.83
6.50
58.92%
58.92% of the day
|_| INSIDE the Regular Classroom 80% or More of the Day
X INSIDE the Regular Classroom 79-40% of the Day
|_| INSIDE the Regular Classroom Less Than 40% of the Day
SECTION B: This section required only for Students Educated
OUTSIDE Regular School Buildings for more than 50% of the
day – select and indicate the Name of School or Facility on the
line corresponding with the appropriate selection: (If a student
spends less than 50% of the day in one of these locations, the
IEP team must do the calculation in Section A)
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name:
Page 1 of 17 The annotated forms offer assistance and guidance
to parents and educators; they are not intended as an exclusive
manner for complying with state and/or federal special
education statutes and regulations
March 2013
Page 34 of 34 April 2014
|_|Approved Private School (Non Residential)
_________________________
|_|Approved Private School (Residential)
_________________________

|_|Other Private Facility (Non Residential)
_________________________
|_|Other Private Facility (Residential)
________________________
|_|Other Public Facility (Residential)
________________________
|_|Other Public Facility (Non Residential)
_________________________
|_|Hospital/Homebound
_________________________
|_|Correctional Facility
_________________________
|_|Out of State Facility
_________________________
|_|Instruction Conducted in the Home
_________________________
EXAMPLES for Section A: How to Calculate PennData–
Educational Environment Percentages
Column 1
Column 2
Calculation
Indicate Percentage
Total hours the student spends in the regular classroomper day
Total hours in a typical school day (including lunch, recess &
study periods)
(Hours inside regular classroom ÷ hours in school day) x 100
= %
(Column 1 ÷ Column 2) x 100 = %
Section A: The percentage of time student spends inside the
regular classroom:
Example 1
5.5

6.5
(5.5 6.5) x 100 = 85%
85% of the day
(Inside 80% or More of Day)
Example 2
3
5
(3 5) x 100 = 60%
60% of the day
(Inside 79-40% of Day)
Example 3
1
5
(1 5) x 100 = 20%
20% of the day
(Inside less than 40% of Day)
For help in understanding this form, an annotated IEP is
available on the PaTTAN website at www.pattan.net Type
“Annotated Forms” in the Search feature on the website. If you
do not have access to the Internet, you can request the annotated
form by calling PaTTAN at 800-441-3215.
Extended School Year
(ESY) Services
in Pennsylvania
Message from the Director of the Bureau of Special Education,
I am pleased to provide consumers with this guide to Extended

School Year (ESY) services. It is
intended to be a comprehensive compilation of documents that
will provide direction, respond to
questions, and guide parents and local education agencies in
making determinations about ESY
services. Many people contributed to this effort, and I would
like to thank in particular the Parent
Education Network and the ESY Focus Group for their
contributions.
Decisions regarding a student’s need for ESY services are
intricately related to the progress
that the student is making in his or her overall instructional
program. Information about
progress monitoring is available on the Pennsylvania
Department of Education (PDE) website
(www.pde.state.pa.us) and Pennsylvania Training and Technical
Assistance Network (PaTTAN)
website (www.pattan.net).
I hope that you will find this guide useful, as we continue in the
effort to provide outstanding
educational programs for all students with disabilities in
Pennsylvania.
John J. Tommasini
Director, Bureau of Special Education
TABLE OF CONTENTS
Regulatory Requirements for ESY

State Regulations Chapter 14.132 . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 1
PDE Technical Assistance Documents on ESY
ESY Information for Parents . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 3
ESY Guide for IEP Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 6
Q and A to Support ESY Implementation . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 16
REGULATORY REQUIREMENTS

State Regulations Chapter 14.132
§14.132 ESY.
(a) In addition to the requirements incorporated by reference in
34 CFR 300.106 (relating to
extended school year services), school entities shall use the
following standards for deter-
mining whether a student with disabilities requires ESY as part
of the student's program:
(1) At each IEP meeting for a student with disabilities, the
school entity shall determine
whether the student is eligible for ESY services and, if so, make
subsequent determina-
tions about the services to be provided.
(2) In considering whether a student is eligible for ESY
services, the IEP team shall consider
the following factors; however, no single factor will be
considered determinative:
(i) Whether the student reverts to a lower level of functioning as
evidenced by
a measurable decrease in skills or behaviors which occurs as a
result of an
interruption in educational programming (Regression).
(ii) Whether the student has the capacity to recover the skills or
behavior patterns
in which regression occurred to a level demonstrated prior to
the interruption
of educational programming (Recoupment).
(iii) Whether the student's difficulties with regression and
recoupment make it unlikely

that the student will maintain the skills and behaviors relevant
to IEP goals and
objectives.
(iv) The extent to which the student has mastered and
consolidated an important skill or
behavior at the point when educational programming would be
interrupted.
(v) The extent to which a skill or behavior is particularly
crucial for the student to meet
the IEP goals of self-sufficiency and independence from
caretakers.
(vi) The extent to which successive interruptions in educational
programming result in a
student's withdrawal from the learning process.
(vii) Whether the student's disability is severe, such as
autism/pervasive developmental
disorder, serious emotional disturbance, severe mental
retardation, degenerative
impairments with mental involvement and severe multiple
disabilities.
(b) Reliable sources of information regarding a student's
educational needs, propensity to prog-
ress, recoupment potential and year-to-year progress may
include the following:
(1) Progress on goals in consecutive IEPs.
(2) Progress reports maintained by educators, therapists and
others having direct contact
with the student before and after interruptions in the education
program.

(3) Reports by parents of negative changes in adaptive
behaviors or in other skill areas.
(4) Medical or other agency reports indicating degenerative-
type difficulties, which become
exacerbated during breaks in educational services.
1
2
REGULATORY REQUIREMENTS
(5) Observations and opinions by educators, parents and others.
(6) Results of tests including criterion-referenced tests,
curriculum-based
assessments, ecological life skills assessments and other
equivalent measures.

(c) The need for ESY services will not be based on any of the
following:
(1) The desire or need for day care or respite care services.
(2) The desire or need for a summer recreation program.
(3) The desire or need for other programs or services that, while
they may provide
educational benefit, are not required to ensure the provision of a
free appropriate
public education.
(d) Students with severe disabilities such as autism/pervasive
developmental disorder, serious
emotional disturbance; severe mental retardation; degenerative
impairments with mental
involvement; and severe multiple disabilities require
expeditious determinations of eligibil-
ity for extended school year services to be provided as follows:
(1) Parents of students with severe disabilities shall be notified
by the school entity of the
annual review meeting to encourage their participation.
(2) The IEP review meeting must occur no later than February
28 of each school year for
students with severe disabilities.
(3) The Notice of Recommended Educational Placement shall be
issued to the parent no
later than March 31 of the school year for students with severe
disabilities.
(4) If a student with a severe disability transfers into a school
entity after the dates in para-

graphs (2) and (3), and the ESY eligibility decision has not been
made, the eligibility and
program content must be determined at the IEP meeting.
(e) School entities shall consider the eligibility for ESY
services of all students with disabilities at
the IEP meeting. ESY determinations for students other than
those described in subsection (d)
are not subject to the time lines in subsection (d). However,
these determinations shall still be
made in a timely manner. If the parents disagree with the school
entity's recommendation on
ESY, the parents will be afforded an expedited due process
hearing.
TECHNICAL ASSISTANCE DOCUMENTS
Extended School Year (ESY) Information for Parents
What is Extended School Year?
Extended School Year (ESY) services are special education and
related services provided to
students with disabilities beyond the regular 180-day school
year. The Individuals with Disabilities
Education Act (IDEA), the federal special education law, says
that school districts, intermediate
units, and charter schools must provide extended school year

services if a student needs these
services to receive a free appropriate public education (FAPE).
In some cases, interruptions in the
school schedule, such as summer break, will result in children
with disabilities losing many of
their basic skills and taking a long time to get those skills back
once school begins again. ESY
services are provided during breaks in the educational schedule
to prevent this loss.
What is not ESY?
Extended School Year services are not day care or respite
services. They are not a summer recreation
program or other programs or services which are not required to
ensure the provision of a free,
appropriate public education (FAPE) to a student — even if they
provide some educational benefit.
Who decides if a student with a disability gets ESY services?
Every student with a disability, who qualifies for special
education, has an individual education
program (IEP). It describes the programs and services necessary
for a free appropriate public
education. This plan is written at a meeting of the IEP team that
is made up of the student’s
parents, teachers and other educational professionals. One of
the issues discussed and decided
upon at the IEP meeting is whether or not the student needs
ESY services as part of the special
education program. Extended School Year must be considered
each year for every child with a
disability at the IEP meeting, not just for students with certain
categories of disability or those
with severe disabilities. For more information see Extended

School Year: A Guide for IEP Teams. It
contains a step-by-step process for making the ESY decision.
When will the ESY decision be made?
ESY decisions are made at the IEP meeting. There is guidance
from the Pennsylvania Department
of Education regarding students who are identified as severely
handicapped — mentally, physi-
cally or emotionally. Decisions about ESY for this target group
of students need to be made by
February 28th of each year, in order to be sure that parents have
sufficient time to exercise their
procedural safeguards rights, if necessary. This means that the
Notice of Recommended Educational
Placement (NOREP) concerning the school district’s, IU’s, or
charter school’s recommendation
regarding eligibility for ESY can be issued no later than March
31, in order to give parents
enough time to raise concerns.
3

4
TECHNICAL ASSISTANCE DOCUMENTS / EXTENDED
SCHOOL YEAR (ESY) INFORMATION FOR PARENTS
What is the ESY decision based on?
The IEP team makes its decision about providing ESY services
by looking at information about the
student’s performance that has been gathered all year. Some of
this information measures student
achievement before and after breaks from school. The team can
also gather information from
teachers’ and parents’ observations of the student’s behavior
and skills before and after breaks.
Medical or other agency reports can also be accessed. The team
needs to look at factors like:
Will the student regress (revert to a lower level of functioning)
in skills or behaviors as a
result of an interruption in educational programming?
Will the student take a long time to recoup (recover) the skills
or behavior patterns that
were lost during a break in educational programming?
Will a pattern of difficulties with regression and recoupment
make it unlikely that a
student will maintain the skills and behaviors relevant to IEP
goals and objectives?
Will a lapse in services substantially reduce a student’s
chances of ever learning a critical
life skill or behavior related to the IEP?

Is the student at a crucial stage in mastering a life skill that is
related to the IEP goals of
self-sufficiency and independence from caregivers?
Does the student have a severe disability such as
autism/pervasive developmental disorder,
a serious emotional disturbance, severe mental retardation,
degenerative impairments
with mental involvement or severe multiple disabilities?
No one factor, however, can be used to determine eligibility for
ESY services.
Which services will be provided during Extended School Year?
The IEP team will determine which services and how much of
these services will be provided during
the extended school year. The team may decide that the student
will continue all the services
received during the regular school year, or it may decide that
the student will only receive a
portion of services or one specific service. This decision is
based on the need of each student.
Where will ESY be provided?
The IEP team determines where ESY will be provided. It can be
provided at many different places,
like in school or at a job site. It is always provided in the least
restrictive environment (LRE) that is
appropriate for the student. This means that the student with
disabilities is placed in the situa-
tion that allows opportunities to be with students who are not
disabled. However, the school
district, IU, or charter school is not required to assemble non-
disabled students just to make

the ESY environment less restrictive.
SCHOOL YEAR (ESY) INFORMATION FOR PARENTS
5
Is there a charge for ESY services?
ESY services are a part of the free appropriate public education
for a child with a disability who
qualifies for special education and whose IEP team has
determined that ESY is needed. There is
no charge for these services or for needed transportation, if
necessary for ESY services.
What happens if parents and the IEP team do not agree about
ESY
services?
If parents and the school entity do not agree about ESY services
and cannot resolve their differences,
a notice (Notice of Recommended Educational Placement—
NOREP) will be sent to the parents
explaining the IEP team’s decision. If parents still disagree,
they can ask for another IEP meeting,
request free mediation services, or request a due process
hearing. Mediation services use a neutral,
specially-trained mediator who meets with both sides and helps

both parties reach an agreement.
A due process hearing is held before an impartial hearing
officer who listens to both sides and
then makes a written decision. More information about parents’
rights and due process is provided
in the Procedural Safeguards Notice that is distributed with the
NOREP.
Resources:
Additional information about Extended School Year can be
found in the following publications:
Pennsylvania Parent Guide to Special Education for School
Age Children
Extended School Year Programs: A Guide for IEP Teams
Extended School Year Programs: Questions and Answers
You can also contact:
Special Education ConsultLine — 800-879-2301 (V/TTY)
Parent Education Network — 800-522-5827 (V/TTY)
Parent Education and Advocacy Leadership Center — 866-950-
1040 (V/TTY)
Your local school district — See local telephone directory blue
pages
Your local intermediate unit — See local telephone directory
blue pages

6 Extended School Year Programs:
A Guide for IEP Teams
Purpose
When a student requires additional time beyond the school year
to benefit from the special
education program described in the Individualized Education
Program (IEP) plan, Extended School
Year (ESY) services may be necessary. This document provides
guidance to IEP teams as they
gather data and then make data-based decisions regarding the
need for extended school year
programs for each child with a disability. The guide includes a
recommended sequence of steps
for IEP teams to follow, as well as an “ESY Checklist” to be
used to gather information. While this
Guide provides suggested approaches, it is not mandated that an
LEA adopt this particular
approach. LEAs may have alternative systems in place that they
can continue to use, as long as
they conform with requirements.
Introduction
All students with disabilities, who qualify for special education
services, must be considered for
ESY eligibility at each IEP meeting. The type, amount, duration
or location of those services may
not be pre-determined or limited based on category of disability
or severity of disability.

The basic steps in the ESY Decision Process are:
Step 1: Gather information regarding student progress
(especially after breaks in the
school schedule).
Step 2: Make the determination regarding ESY eligibility at an
IEP team meeting.
Step 3: Document the ESY determination on the IEP format.
Step 4: Issue the Notice of Recommended Educational
Placement (NOREP), if appropriate.
Specific timelines are required for a Target Group of students,
identified in the Pennsylvania ESY
lawsuit Armstrong v. Kline as students with severe disabilities
such as autism, serious emotional
disturbance, severe mental retardation, degenerative
impairments with mental involvement and
severe multiple disabilities. IEP meetings for this target group
must occur no later than February 28
of each school year. For students in this target group, the Notice
of Recommended Educational
Placement (NOREP) containing the ESY decision is to be issued
to parents no later than March 31.
Timelines for other students must allow for parents to have
sufficient opportunity to exercise due
process rights if they disagree with the IEP team
recommendation for ESY.

SCHOOL YEAR PROGRAMS: A GUIDE FOR IEP TEAMS
7
The ESY Decision Making Process
Step 1: Gather information
The first step in the ESY decision-making process is to gather
the information that will be used
by the IEP team to make the ESY decision. Reliable sources of
information may include:
Progress toward goals on consecutive IEPs.
Progress reports maintained by educators, therapists and others
having direct contact
with the student before and after interruptions in education.
Medical or other agency reports indicating degenerative-type
difficulties, which become
exacerbated during breaks in educational services.
Observations and opinions by educators, parents and others.
Results of tests including criterion-referenced tests,
curriculum-based assessments,
ecological life skills assessments and other equivalent

measures.
Data collected while monitoring student progress.
Information on a student’s progress on IEP goals and objectives
should be collected all year long,
especially just before and just after interruptions in educational
programming. This information
should also be reported to parents as part of the progress-
reporting requirement. LEAs should
report on progress of their students with disabilities at least as
often as progress is reported for
other students.
Data for the ESY determination need to provide information
about the following factors:
Regression / Recoupment — Regression refers to how much
knowledge or how many
skills a student loses due to a break in educational
programming. Recoupment is how
long it takes for the student to get that knowledge or those skills
back to the level they
were before the break.
Example: Before winter break, John knew his times tables up to
5’s. After break, he could
only recite 2’s and 3’s. It took him 20 school days to relearn 4’s
and 5’s.
Kind of data gathered: Progress monitoring reports on skill
levels before and after breaks.
Information on how long it takes for a student to relearn what
was lost. Results of tests
given before and after breaks.

Mastery — When a student is learning a crucial skill or series
of steps necessary for the mastery
of a skill, or when a student has not yet completed the number
of repetitions necessary
to master a skill and there is a break in the educational
programming this would mean
that student would have to re-learn all the necessary steps for
mastery from the beginning.
Example: Philip is learning how to dress himself. He has
learned all the steps except for the
final step of fastening his shirt. It has taken him all year and
innumerable repetitions to
learn the process up to this point. His IEP meeting is this week.
It is unlikely that Phil will
8

learn the last step and have enough time to perform an adequate
amount of repetitions to
master this skill before the end of the school year.
Kind of data gathered: Progress monitoring information
regarding his dressing goal. Tallies
of repetitions necessary for mastery.
Self-sufficiency and independence — Which skills are
necessary for students to gain
appropriate levels of self-sufficiency and independence so they
are not dependent on a
caregiver for basic needs? How do breaks in educational
programming affect the mastery
of such skills? How much regression occurs and what is the
recoupment rate?
Example: In September, Serena was unable to make requests of
any kind. Goals were
implemented to address the initiation of requests for bathroom
breaks, calming breaks,
and/or snacks both in school and in Serena's work experience.
In December Serena made
unprompted requests 30 percent of the time and prompted ones
70 percent of the time.
Following Christmas break, Serena did not return to these levels
until late February.
Kinds of data gathered: Progress monitoring information from
both settings.
Successive interruptions — The extent to which successive
interruptions in educational
programming and the cumulative loss of skills and knowledge
suffered during those
interruptions in educational programming result in a student

becoming so frustrated, lost
or confused that the student withdraws from the learning
process
Example: Jim is a student with multiple disabilities. His
teachers and therapists have been
working with Jim on toileting skills, from scheduled visits to
the bathroom to self-initiated
visits. During the spring break, Jim was self-initiating the need
to go to the bathroom 50%
of the time. After the break he regressed to 20 percent of the
time.
Kinds of data gathered: Progress monitoring data on his
toileting goals and objectives.
Observational data on a checklist used by his teacher and his
family.
Severity of disability — Is the student’s disability severe, such
as autism/pervasive
developmental disorder, serious emotional disturbance, severe
mental retardation,
degenerative impairments with mental involvement or severe
multiple disabilities?
Example: Jane has been identified as a student with autism and
participates in an autistic
support classroom. One of her goals is to learn to transition
among daily routines. Progress
monitoring data was collected before and after the holiday
break. Jane lost 25 percent of
her learned skills.
Kinds of data gathered: Information on Jane’s diagnosis and its
severity can be found in her
Evaluation Report. Other information that indicates her level of

functioning could be found
in reports from her therapists and observations from parents.
Progress monitoring data was
used to make the determination of how much time Jane needed
to recoup after a break.
The attached “ESY Checklist” is intended as a tool for
collecting data for Step 1 and is not a
required component of the IEP process.
9
Step 2: Make the determination regarding ESY eligibility
The ESY eligibility determination will be made by the IEP team
at the IEP meeting. The following
statements can provide guidance in making a decision:
If after reviewing the factors listed above the IEP team
considers it unlikely that
the student will attain or maintain skills and behaviors relevant

to IEP goals and
objectives, the student is ESY eligible.
If a child’s IEP team determines, on an individual basis, that
ESY services are
necessary for the provision of a Free Appropriate Public
Education (FAPE) as
outlined in the IEP, then the child is eligible.
The IEP team will NOT consider the desire or need for any of
the following as
the basis for needing ESY services:
Day care or respite care services
A summer recreation program
Other programs or services which, while they may provide
educational benefit, are not required to ensure the provision
of FAPE
Step 3: Document the determination on the IEP format (see
Figures 1, 2, and 3
on the following pages).
Step 4: Issue the Notice of Recommended Educational
Placement (NOREP),
if appropriate
The Local Education Agency informs parents concerning ESY
eligibility or ineligibility by issuing
the NOREP. The NOREP only needs to be issued if the LEA is:
Proposing to add ESY services to an IEP that previously did
not have it
Deleting the provision of ESY services from an IEP that
previously did have it

Refusing to initiate the provision of ESY services requested by
the parent
10
10
F
ig
ur
e
1.
T
he
d
ec
is
io
n
re
ga
rd

in
g
th
e
ne
ed
fo
r E
SY
s
er
vi
ce
s
is
d
oc
um
en
te
d
on
th
e

IE
P
fo
rm
at
. F
ol
lo
w
in
g
is
t
he
E
SY
s
ec
tio
n
as
it
a
pp

ea
rs
o
n
th
e
IE
P:
VI
.
SP
EC
IA
L
ED
U
CA
TI
O
N
/R
EL
A
TE

D
S
ER
VI
CE
S/
SU
PP
LE
M
EN
TA
RY
A
ID
S
A
N
D
S
ER
VI
CE
S/

PR
O
G
RA
M
M
O
D
IF
IC
A
TI
O
N
S:
E.
EX
TE
N
D
ED
S

CH
O
O
L
YE
A
R
(E
SY
):
T
he
I
EP
T
ea
m
h
as
c
on
si
de
re

d
an
d
di
sc
us
se
d
ES
Y
se
rv
ic
es
, a
nd
d
et
er
m
in
ed
t
ha

t:
St
ud
en
t
IS
e
lig
ib
le
f
or
E
SY
b
as
ed
o
n
th
e
fo
llo

w
in
g
in
fo
rm
at
io
n
or
d
at
a
re
vi
ew
ed
b
y
th
e
IE
P
te

am
:
O
R
As
o
f
th
e
da
te
o
f
th
is
IE
P,
s
tu
de
nt
is
N
OT

e
lig
ib
le
f
or
E
SY
b
as
ed
o
n
th
e
fo
llo
w
in
g
in
fo
rm
at

io
n
or
d
at
a
re
vi
ew
ed
b
y
th
e
IE
P
te
am
:
Th
e
An
nu
al

G
oa
ls
a
nd
, w
he
n
ap
pr
op
ria
te
, S
ho
rt
-t
er
m
O
bj
ec
tiv
es

f
ro
m
t
hi
s
IE
P
th
at
a
re
t
o
be
a
dd
re
ss
ed
in
t
he
s

tu
de
nt
’s
ES
Y
Pr
og
ra
m
a
re
:
If
t
he
IE
P
te
am
h
as
d
et

er
m
in
ed
E
SY
is
a
pp
ro
pr
ia
te
, c
om
pl
et
e
th
e
fo
llo
w
in

g.
ES
Y
Se
rv
ic
e
to
b
e
Pr
ov
id
ed
Lo
ca
tio
n
Fr
eq
ue
nc
y

Pr
oj
ec
te
d
Be
gi
nn
in
g
D
at
e
An
tic
ip
at
ed
D
ur
at
io
n

F
ig
ur
e
2.
I
f a
s
tu
de
nt
h
as
b
ee
n
fo
un
d
el
ig

ib
le
fo
r E
SY
, t
hi
s
se
ct
io
n
m
ay
s
ay
:
E.
EX
TE
N
D
ED

S
CH
O
O
L
YE
A
R:
T
he
I
EP
T
ea
m
h
as
c
on
si
de
re
d
an

d
di
sc
us
se
d
ES
Y
se
rv
ic
es
, a
nd
d
et
er
m
in
ed
t
ha
t:

St
ud
en
t
IS
e
lig
ib
le
f
or
E
SY
b
as
ed
o
n
th
e
fo
llo
w
in

g
in
fo
rm
at
io
n
or
d
at
a
re
vi
ew
ed
b
y
th
e
IE
P
te
am
:

O
R
As
o
f
th
e
da
te
o
f
th
is
IE
P,
s
tu
de
nt
is
N
OT
e
lig

ib
le
f
or
E
SY
b
as
ed
o
n
th
e
fo
llo
w
in
g
in
fo
rm
at
io
n

or
d
at
a
re
vi
ew
ed
b
y
th
e
IE
P
te
am
:
Th
e
An
nu
al
G
oa

ls
, w
he
n
ap
pr
op
ria
te
, S
ho
rt
-t
er
m
O
bj
ec
tiv
es
f
ro
m
t

hi
s
IE
P
th
at
a
re
t
o
be
a
dd
re
ss
ed
in
t
he
s
tu
de
nt
’s

ES
Y
Pr
og
ra
m
a
re
:
If
t
he
IE
P
te
am
h
as
d
et
er
m
in
ed

E
SY
is
a
pp
ro
pr
ia
te
, c
om
pl
et
e
th
e
fo
llo
w
in
g.
ES
Y
Se

rv
ic
e
to
b
e
Pr
ov
id
ed
Lo
ca
tio
n
Fr
eq
ue
nc
y
Pr
oj
ec
te

d
Be
gi
nn
in
g
D
at
e
An
tic
ip
at
ed
D
ur
at
io
n
sp
ec
ia
l e
du

ca
tio
n
te
ac
he
r
G
eo
rg
e
W
as
hi
ng
to
n
El
em
en
ta
ry
(n
ei

gh
bo
rh
oo
d
sc
ho
ol
)
th
re
e
tim
es
/w
ee
k
Ju
ly
5
, 2
00
8
4

w
ee
ks
sp
ee
ch
c
lin
ic
ia
n
G
eo
rg
e
W
as
hi
ng
to
n
El
em

en
ta
ry
tw
o
tim
es
/w
ee
k
Ju
ly
5
, 2
00
8
4
w
ee
ks
pr
og

re
ss
m
on
ito
rin
g
da
ta
o
n
co
m
m
un
ic
at
io
n
an
d
ar
tic
ul

at
io
n
go
al
s
co
m
m
un
ic
at
io
n
go
al
ar
tic
ul
at
io
n
go

al
(s
pe
ec
h
an
d
la
ng
ua
ge
)
x
11
12
F
ig
ur
e
3.
I

f a
s
tu
de
nt
h
as
n
ot
b
ee
n
fo
un
d
el
ig
ib
le
fo
r E
SY
, t
hi

s
se
ct
io
n
m
ay
s
ay
:
E.
EX
TE
N
D
ED
S
CH
O
O
L
YE
A

R:
T
he
I
EP
T
ea
m
h
as
c
on
si
de
re
d
an
d
di
sc
us
se
d
ES

Y
se
rv
ic
es
, a
nd
d
et
er
m
in
ed
t
ha
t:
St
ud
en
t
IS
e
lig

or
d
at
a
re
vi
ew
ed
b
y
th
e
IE
P
te
am
:
O
R
As
o
f
th
e

da
te
o
f
th
is
IE
P,
s
tu
de
nt
is
N
OT
e
lig
ib
le
f
or
E
SY
b

as
ed
o
n
th
e
fo
llo
w
in
g
in
fo
rm
at
io
n
or
d
at
a
re
vi
ew

ed
b
y
th
e
IE
P
te
am
:
Th
e
An
nu
al
G
oa
ls
, w
he
n
ap
pr
op

ria
te
, S
ho
rt
-t
er
m
O
bj
ec
tiv
es
f
ro
m
t
hi
s
IE
P
th
at
a

re
t
o
be
a
dd
re
ss
ed
in
t
he
s
tu
de
nt
’s
ES
Y
Pr
og
ra
m
a

re
:
If
t
he
IE
P
te
am
h
as
d
et
er
m
in
ed
E
SY
is
a
pp
ro
pr

ia
te
, c
om
pl
et
e
th
e
fo
llo
w
in
g.
ES
Y
Se
rv
ic
e
to
b
e
Pr

ov
id
ed
Lo
ca
tio
n
Fr
eq
ue
nc
y
Pr
oj
ec
te
d
Be
gi
nn
in
g
D

at
e
An
tic
ip
at
ed
D
ur
at
io
n
x
pr
og
re
ss
m
on
ito
rin
g
da
ta

d
oe
s
no
t
in
di
ca
te
r
eg
re
ss
io
n/
re
co
up
m
en
t
or
m
as

te
ry
is
su
es
13
The ESY Checklist on the next few pages can be removed from
this packet and reproduced

for use with individual students.
If the answer selected is BOLDED, it is an indication of
possible eligibility for ESY services.
There is no minimum score for a student to qualify for ESY.
ESY CHECKLIST
Student’s Name
_____________________________________________________
_________
Data Collector’s
Name________________________________________________
__________
1. Did the student receive ESY services in the past? [Review
previous IEPs, section IV. (D.)]
_____ Yes _____ No Dates:
______________________________________________
Progress on goals and consecutive IEPs
2. Do the present education levels between the student’s
current IEP and previous IEPs indicate
progress toward goals? [Review the last and current IEPs,
section II]
_____ Yes _____ No
3. Do the goals and short-term objectives between the student’s
current IEP and previous IEPs
indicate progress toward the goals? [Review the last and current
IEPs, section V]
_____ Yes _____ No
4. Did the student master any of his/her goals from the previous

or current IEP?
[Review the last and current IEPs, section V]
_____ Yes _____ No
5. Does the student’s IEP progress report indicate progress
made on current goals and objectives?
[Review the current IEP, section V, or other appropriate
documentation]
_____ Yes _____ No
6. Has the student demonstrated self-sufficiency and
independence from caretakers on any of
his/her goals, if appropriate? [Review the current IEP, section
V]
_____ Yes _____ No _____ Not Applicable
Progress reports maintained by therapists
7. If the student received therapy, do reports of the therapist
indicate the student made
progress? [Consult with therapist(s) involved and check
cumulative record file for reports.]
_____ Yes _____ No _____ Not Applicable

14
Reports by parents
8. Are there any reports by the parent(s) regarding negative
changes in adaptive behaviors or in
other skill areas? [Check files for letters or notes, assignment
book, parent comment section
of report cards, etc.]
_____ Yes _____ No
Medical reports
9. Are there any medical or other agency reports indicating
degenerative-type difficulties
which become exacerbated during breaks in educational
services? [Consult nurse and check
cumulative folder]
_____ Yes _____ No
Observation and opinions of educators
10. Has information from other school staff who work with this
student been provided regarding
the relevant factors (i.e., regression/recoupment, mastery, self-
sufficiency, or successive
interruption) that indicates any concerns in one or more of these
areas? [Check report card
comments, interview staff]
_____ Yes [information indicates concern]

_____ No [information indicates no concerns]
_____ NA [no information provided]
11. Is there data indicating that successive interruptions in
educational programming (e.g., winter
break, summer vacation, etc.) resulted in a consistent pattern of
withdrawal from the learning
process? [Check baseline data, anecdotal records or interview
staff]
_____ Yes _____ No
Results of tests
12. Do the student’s grades and report card indicate progress?
[Check grade book, report cards,
interview other staff]
_____ Yes _____ No
13. Do results of tests such as criterion-referenced tests,
curriculum-based assessments, ecological
life skills assessments, or other equivalent measures (e.g.,
portfolio assessment, end of unit
tests, etc.) indicate progress? [Check report cards, cumulative
folders, and other staff]
_____ Yes _____ No

15
Glossary of Terms
Regression — whether the student reverts to a lower level of
functioning as evidenced by a mea-
surable decrease in skills or behaviors which occurs as a result
of an interruption in
educational programming.
Recoupment — whether the student has the capacity to recover
the skills or behavior patterns in
which regression occurred to a level demonstrated prior to the
interruption of educational
programming.
Target groups — students with severe disabilities, such as
autism/pervasive developmental
disorder, serious emotional disturbance, severe mental
retardation, degenerative impairments
with mental retardation involvement and severe multiple
disabilities.
Self-sufficiency — the ability to function as independently as
possible. The goal of instruction
related to basic life skills is to reduce the student’s reliance on
caregivers.

16 Determining an Individual Student’s Need for
Extended School Year Services: Q and A
This Q and A was developed as a technical assistance document
to support the implementation of
Extended School Year (ESY) services. The Basic Education
Circular (BEC) 22 Pa. Code §14.132
“Extended School Year Eligibility” should be viewed as the
primary source of information for deter-
mining ESY services. For the most recent BEC, visit the PDE
website at www.pde.state.pa.us
and select Basic Education Circulars (BECs).
DETERMINATION OF ELIGIBILITY
1. Who is eligible for ESY services?
Potentially, any student with a disability is eligible for ESY
services and must be considered
for ESY eligibility at each IEP team meeting. This annual
consideration also applies to stu-
dents who are attending Approved Private Schools (APS) or
other such facilities. APSs must
share necessary information with the responsible LEA so the
IEP team can make a timely
decision. Students who will regress and fail to recoup such that
free appropriate public edu-
cation (FAPE) will be denied unless ESY is provided will be
determined to be eligible for ESY

services. Eligibility for ESY services and/or the type, amount,
duration or location of services
cannot be limited based on the category or the degree of the
child’s disability.
2. Must a district provide ESY services to students who have
been
enrolled in private schools by the district in order to provide
FAPE?
Yes. When a student is placed in a private school or agency
setting by the LEA through a
contractual agreement as the appropriate placement for
provision of special education and
related services, that student retains all the rights of a child
with a disability who is served
by a public agency [34 CFR §300.146(c) Responsibility of State
Educational Agency (SEA)]. If
the IEP team determines that ESY services are appropriate,
services must be provided.
3. Must a LEA provide ESY services to parentally placed
private
school students?
No. For students who have been placed in private schools by
their parents, the policy is the
same as that during the school year. There is no individual
entitlement to services.
Following the established formula in the IDEA, each IDEA-B
subgrantee (in Pennsylvania
intermediate units) must expend a proportional amount of their
federal Part B subgrants for
the provision of services to parentally placed students with
disabilities enrolled in private

schools. The implementing regulations at 34 CFR
§300.137(b)(1) Equitable Services determined
require that subgrantees consult with representatives of private
school children with disabilities
to discuss the provision of services. The results of this
consultation must include:
Determination of which students will receive services
What services will be provided
17
TECHNICAL ASSISTANCE DOCUMENTS / DETERMINING
AN INDIVIDUAL STUDENT’S NEED FOR EXTENDED
SCHOOL YEAR SERVICES Q AND A
How and where services will be provided
How and when services will be evaluated
Services are to be provided in accordance with the decision
made by the subgrantee and

input from the private schools. A subgrantee may choose to
provide ESY to some parentally
placed private school students, but there is no obligation to do
so. Refer to BEC §300.403
“Special Education Services to Nonpublic School Students” for
additional information.
4. How is the need for ESY services determined for students
with
disabilities?
All students with disabilities must be annually considered for
ESY eligibility at the IEP team
meeting. Determination of the need for ESY services is to
ensure the provision of FAPE. This
determination must be made even if the child’s parents have not
specifically requested that
their child be evaluated for ESY programming. Parental
requests for ESY services must be
considered. However, if the parent requests ESY services but
the IEP team does not see the
provision of the requested ESY services as necessary for the
provision of FAPE, then the
refusal is documented on the Notice of Recommended
Educational Placement (NOREP). ESY
is not intended to provide education beyond that which has been
determined necessary by
the IEP team to ensure FAPE.
5. How is FAPE defined in reference to ESY services?
When considering an individual child’s need for ESY services,
the IEP team must remember
that the question is not whether FAPE is being provided in the
extended school year program,
but rather whether ESY services are necessary in order for the

child to receive FAPE.
There is no special definition of FAPE in reference to ESY.
However, FAPE is defined in federal
regulations at 34 CFR §300.17 Free appropriate public
education as: “...special education and
related services that:
(a) Are provided at public expense, under public supervision
and direction, and without charge;
(b) Meet the standards of the SEA, including the requirements
of this part;
(c) Include an appropriate preschool, elementary school, or
secondary school education
in the State that is involved; and
(d) Are provided in conformity with an individualized education
program (IEP) that
meets the requirements of §§300.320-300.324.”
The implementing regulations at 34 CFR §300.101(a) Free
appropriate public education require
that "a free appropriate public education must be available to all
children residing in
the State, between the ages of 3 and 21, inclusive." FAPE
requires the provision of special
education and related services to the extent necessary to enable
the child to appropriately

18
progress in the general curriculum and appropriately advance
toward achieving the goals set
out in the child’s IEP. An important addition to the
reauthorization of IDEA in 1997 included
the provision that FAPE “...be made available to any individual
child with a disability who
needs special education and related services, even though the
child has not failed or been
retained in a course or grade and is advancing from grade to
grade” (34 CFR §300.101(c)).
The fact that a student has made progress toward annual goals
or has met annual goals
during the school year also does not exclude a student from
receiving ESY services.
6. What criteria should be used in determining ESY services?

No single criterion has been identified as the determining factor
for ESY services. Decisions
of eligibility for ESY services remain an IEP team decision and
are not limited by a formula or
single measure. The IEP team must consider the following
factors; however, no single factor
will be considered determinative:
Regression
Recoupment
Whether student’s regression and recoupment make it unlikely
that the student will
maintain skills and behaviors relevant to IEP goals and
objectives
The extent to which the student has mastered and consolidated
an important skill or
behavior at the point when educational programming would be
interrupted
The extent to which a skill or behavior is crucial for the
student to meet the IEP
goals of self-sufficiency and independence from caretakers
The extent to which successive interruptions in educational
programming result in a
student’s withdrawal from the learning process
Whether the disability is severe, such as autism/pervasive
developmental disorder,
serious emotional disturbance, severe mental retardation,
degenerative impairments
with mental involvement and severe multiple disabilities
7. What criteria are inappropriate for determining ESY

services?
ESY services are required for those students with disabilities
who require these services in
order to receive FAPE. The need for ESY is not to be based on
the need or desire for:
Child care
Respite care
A summer recreation program
Other programs or services which, while they may provide
educational benefit, are
not required to ensure the provision of FAPE
19

8. What information should be used to determine ESY
eligibility?
The consideration of both formal and informal evaluations, as
well as documentation of
individual student performance, are valuable in assisting an IEP
team in determining need and
extent of ESY services for a student. Reliable sources of
information may include the following:
Progress on goals in consecutive IEPs.
Progress reports maintained by educators, therapists and others
having direct contact
with the students before and after interruptions in the education
program.
Reports by parents of negative changes in adaptive behaviors
or on other skills areas.
Medical or other agency reports indicating degenerative-type
difficulties, which
become exacerbated during breaks in educational services.
Observations and opinions by educators, parents and others.
Results of tests including criterion-referenced tests,
ecological life skills assessments and other equivalent
measures.
9. Are there federal definitions of criteria for the terms
“regression”

and “recoupment”?
No. According to the comments and discussion of 34 CFR
§300.106 Extended school year
services, the definition of the terms “regression” and
“recoupment” is at the discretion of
state education agencies. Chapter 14 defines these terms in this
way:
Regression — whether the student reverts to a lower level of
functioning as evidenced
by a measurable decrease in skills or behaviors that occurs as a
result of an interruption
in educational programming.
Recoupment — whether the student has the capacity to recover
the skills or behavior
patterns in which regression occurred to a level demonstrated
prior to the interruption
of educational programming.
10. Does the IDEA include specific questions that must be
addressed
when considering a student’s need for ESY services?
No. As previously noted, potentially any student with a
disability may need ESY services.
However, there is no quantifiable standard in statute or case law
that is applicable to all
students. It is ultimately a team decision based on the specific
needs of an individual student
and on the likelihood of that student receiving FAPE in the
absence of ESY services.
The following guiding questions may be useful to making a
determination:

Did the student receive ESY services in the past?
Do the present education levels between the student’s current
IEP and previous IEPs
indicate progress toward the goals
20
Do the goals and objectives between the student’s current IEP
and previous IEPs
indicate progress toward the goals?
Did the student master any of his/her goals from the previous
or current IEP?

Does the student’s IEP progress report indicate progress made
on current goals and
objectives?
Has the student demonstrated self-sufficiency and
independence from caretakers on
any of his/her goals, if appropriate?
If the student received therapy, do reports of the therapist
indicate the student
made progress?
Are there any reports by the parents regarding positive or
negative changes in
adaptive behaviors or in other skill areas?
Are there any medical records addressing medical conditions
that warrant concern
(e.g., medications, seizures, substance abuse, etc.)?
Has information from other school staff who work with this
student been provided
regarding the relevant factors, i.e., regression/recoupment,
mastery, self-sufficiency,
motivation and trust, or the student’s progress?
Is there data indicating that successive interruptions in
educational programming
(e.g., winter break, summer vacation, etc.) resulted in a
consistent pattern of
withdrawal from the learning process, i.e., a lack of motivation?
Do the student’s grades and report card indicate progress?
Do results of tests such as criterion-referenced tests,

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