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Data Collection for ESY Eligibility

Data Collection for ESY Eligibility. 5/12/2011. E xtended School Year §300.106 Federal Law. (a) General: (2)ESY services must be provided only if a child's ARD committee determines, on an individual basis, that the services are necessary for the provision of FAPE.

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Data Collection for ESY Eligibility

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  1. Data Collection for ESY Eligibility 5/12/2011

  2. Extended School Year§300.106 Federal Law • (a) General: • (2)ESY services must be provided only if a child's ARD committee determines, on an individual basis, that the services are necessary for the provision of FAPE.

  3. State RulesTex. Admin. Code §89.1065. (1) The need for ESY services must be determined on an individual basis by the admission, review and dismissal (ARD) committee. A school district may not • Limit ESY services to a particular category of disability • Unilaterally limit type, amount, or duration of ESY (2) Need must be documented from formal and or informal evaluations provided by the district or parents.

  4. (3) The documentation shall demonstrate that in one or more critical areas addressed in the current IEPobjectives the student has exhibited, severe or substantial regression that cannot be recouped within a reasonable period of time (4) A skill is Critical when the loss of that skill results in any of the following during the first 8 weeks of school:

  5. Placement in a more restrictiveinstructional arrangement; • Significant loss of acquired skillsnecessary for the student to appropriately progress in the general curriculum; • Significant loss of self-sufficiency in self-help skill areas as evidenced by an increase in the numberof direct service staff and or amount of time required to provide special education or related services

  6. (D)Loss of access to community-based independent living skills instruction or an independent living environment provided by noneducational sources as a result of regression in skills; or (E) Loss of access to on-the-job training or productive employment as a result of regression in skills.

  7. The federal law and state rules apply locally. No change in wording has been made. SO…. What procedures do we follow?

  8. What does it all mean? (A) Placement in a more restrictive instructional setting(the child will need more time in the special education setting-more resource, more speech, more OT, more etc… The loss must impact the student in some way, that an ARD meeting was called in order to increase special education time somewhere.

  9. (B) Significant loss of acquired skills necessary for the student to appropriately progress in the general curriculum (IE: in May, the child had mastered certain skills. It is now 6-8 weeks back into the new school year and the child is no where near that same level of proficiency. You have spent over 2 months going over TEKS the child appeared to know in May.)

  10. (C) Significant loss of self-sufficiency in self –help skill areas as evidenced by an increase in the number of direct service staff or amount of time required for special education or related services. (additional therapy or assistance is now required. Where 1:1 assistance was not needed it is now needed again)

  11. So how do we really know that there is regression? • Only data can tell you if a student regressed. • You must document where they were before a break in order to know if they regressed.

  12. Refer to the Document: Documentation of Regression

  13. Data should be collected using multiple sources: Brigance Teacher made assessments ABLLS Pre and Post tests Benchmark measures of objectives Data should be collected on Targeted objectives

  14. Teachers –document where each child is on each objective they are working on their copy of the IEP- What mastery level as of the last week of May A reminder will be sent out to teachers in August to review data Data will be collected over the next few weeks to determine regression/ recoupment.

  15. Key questions to ask yourself before recommending ESY: • Are you recommending services that amount to more than what is received during the school year? • Have you had to increase time in special education, or support through an ARD , brief ARD, or amendment due to regression or addition in staff? • Has the child made progress on his goals and objectives? • Have multiple measures been utilized to monitor progress? • Does the amount of time recommended match objectives to be maintained?

  16. How to determine and recommend services. Determine if the skills that have shown regression are critical skills that have impacted the student in such a way that Special education services were increased in an Ard. • Look at the goals and objectives that have shown regression that have not been recouped in a reasonable amount of time ( 8 weeks). • Determine the amount of instructional time needed to maintain the skills where regression was documented. • Remember the pros and cons of esy, and the purpose… to maintain skills. • If ESY is recommended, the esy supplement must be filled out even if the parent declines. We would list that the parent declines in the parent information portion of the supplement

  17. How to prepare for next year and ESY • Take data the last two weeks of May on Goals and objectives you suspect the student may demonstrate regression on. Utilize the regression and recoupment data form for this. • When you return to school take data to determine when skills are recouped and record data in the regression recoupment data sheet.

  18. If you have questions concerning data collection please feel free to contact. Amy Rudd Carolyn Thompson 10347

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