Extended School Year (ESY)

  • ESY is an extension of existing Special Education Individual Education Program (IEP) services provided during the summer recess to assist a student with a disability in maintaining skills on goals and objectives from their current IEP.  ESY services are special education and related services that are provided to a child with a disability in accordance with the student's IEP.   ESY services are required when determined to be necessary for a child to progress over time and to benefit from the IEP.

    Extended School Year Services must be noted on a student's IEP.      

  • ESY will be held at the following school sites

    Werner Elementary (PK - 5th Grade)

    Rialto Middle School (6th - 8th Grade)

    Carter High School (9th - 12th Grade)

    Milor High School (ATP Classes)

     

    Click the link to Register for ESY.

    Registration Form

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    Legal Guidelines

    34 CFR §300.106 states the following about ESY services:

    • Each public agency must ensure that extended school year services are available as necessary to provide FAPE.
    • Extended school year services must be provided only if a child's IEP team determines, on an individual basis, that the services are necessary for the provision of FAPE to the child.
    • In implementing the requirements of this section, a public agency may not limit extended school year services to particular categories of disability or unilaterally limit the type, amount, or duration of those services.

    General Guidelines

    • The key question before the IEP team is whether the child needs ESY services in order to secure the minimum benefits of a free and appropriate public education during the regular school year.
    • ESY services do not need to duplicate the services provided during the school year because the purpose is different (prevent regression rather than continued progression). A student may require ESY services in only one area (e.g. speech and language) but not in other areas (e.g. specialized academic instruction).
    • When an IEP team discusses ESY services, they should consider the student’s current placement in order to avoid placing the student in a more or less restrictive environment for ESY services.
    • The determination of ESY eligibility must be based on empirical and qualitative data collected by the IEP team members for the student’s individual skills.
    • The IEP should clearly indicate a start date, end date, frequency and duration of the ESY services.