Office of Special Education

Boston Public Schools

May 25, 2023

Agenda

• Extended School Year (ESY) Overview
• What is ESY?
• What does it Offer?
• School Sites
• How to RSVP

What is ESY?

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Extended School Year (ESY) is a five (5) week summer program for students with disabilities whose Individualized Education Program (IEP) Teams have identified are at risk of substantial regression of skills over the summer. Not every student with a disability will be eligible for Extended School Year (ESY). Breakfast and lunch is provided for students at all sites.

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ESY Scope

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Students Enrolled: 4,682+

Schools/sites: 15

Total Number of Classrooms: 423

Extended School Year (ESY) Overview

What does ESY Offer?

IEP Services

• Educational services
• Related Services
• Transition Services

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Enrichment Activities and Partnerships

• Field trips
• Community outings
• First responder day

ESY School Sites

ESY School Sites (cont’d)

How to RSVP

Visit our Website

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• bostonpublicschools.org/esy
• You’ll need your student’s last name(s), date of birth, and student identification number
• Frequently asked questions are listed at the bottom of this page

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Complete the Backpack Letter

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• Distributed by the Coordinator of Special Education (COSE) at your student’s school (return to HR teacher or COSE)

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Contact the Coordinator of Special Education at your student’s school

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Contact the Office of Special Education

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• Call us (617) 635-8599 or write us esy@bostonpublischools.org

ESY Eligibility

Q: How is the concept of "recoupment" used by a Team in determining the need for extended school year programming?

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A: The Department of Elementary and Secondary Education interprets a student's difficulties with "recoupment" to be an aspect of "significant regression". Specifically, significant regression and recoupment consist of the following interrelated elements:

(1) the loss of performance levels that were attained before a break in service,

(2) the student's limited learning rate, which lengthens the amount of time the student requires to review and/or relearn previously attained objectives, and

(3) the fact that the time for that student to accomplish such recoupment is greater than the period of time the school district allows all other studentren for review and/or relearning.

For more visit: doe.mass.edu/prs/ta/esyp-qa.html

ESY Eligibility (cont’d)

Q: What other criteria should a Team apply in making a determination for needed ESY programming?

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A: Any decision regarding needed ESY programming must take into account the student's history of significant regression and limited recoupment capability. In other words, a student's Team must look backward and forward when considering the need for ESY programming.

In addition to significant regression and/or limited recoupment, courts have set forth other ESY criteria to be applied by a Team, as follows:

• the degree of the student's impairment
• the parents' ability to provide structure at home
• the student's rate of progress
• the student's specific behavior and/or physical problems
• the availability of alternative resources
• the student's ability to interact with non-disabled studentren
• the specific curricular areas in which the student needs continuing attention
• the vocational and transition needs of the student
• whether the service requested is "extraordinary" rather than usual in consideration of the student's condition.

Only when all factors are considered together by the student's Team can a determination be made as to how much service will be offered.

ESY Eligibility (cont’d)

Q: Should ESY programming be considered by a Team even if there is no previous record of substantial regression over a summer vacation period?

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A: When there is no previous record of a student's substantial regression after a significant break in service, a Team should still consider the need for an ESY program if the following circumstances are present:

1. there is lack of progress in meeting short-term objectives over two marking periods, resulting in little or no progress made over the school year,
2. there are significant regression/recoupment problems over short-term vacation periods or other breaks in the school year, and /or
3. the unique nature of any specially designed instruction or related services due to the disability of the student requires such extended school year programming.

Q: How should a school district document a student's regression?

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A: Since proposed ESY programming must take into account the probability of substantial regression, school districts should ensure that special education service providers maintain quantitative and qualitative data regarding the student, including anecdotal records on the rates of both learning and relearning, as well as a students’ attainment of IEP goals and objectives.

Translated Fact Sheets for Families

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Questions?

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Call

(617) 635-8599

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Email

esy@bostonpublicschools.org