Decatur County Community Schools
Administrative Guidelines
 

2460C - EXTENDED SCHOOL YEAR FOR SPECIAL EDUCATION STUDENTS

The Case Conference has the ultimate responsibility for determining a student's need for extended school year services. The provision of extended school year services shall be determined annually on an individual basis based upon the judgment and decision-making process of the participants in the individual education program annual case review.

DETERMINING ESY SERVICE NEEDS

 

A.

Parents of all students participating in the Corporation's special education program are to be notified of the possible need for ESY services by the Special Education Coordinator.

     
 

B.

The parent, teacher, other school personnel, and members of the Case Conference may refer a student for ESY consideration.

     
 

C.

The Case Conference shall agree on which short-term objectives in the current IEP are "critical", that is, essential to the student's progress toward reaching independence as an adult.

     
 

D.

The Case Conference will examine reports made by the teacher(s) and other staff plus any parent information which may be available that describes the student's progress toward selected "critical" objective(s).

     
 

E.

The Case Conference shall refer to the previous year's IEP, if available, and any data which describes the student's achievement or failure to achieve the same or similar "critical" objectives as a result of the past summer break in instruction.

     
 

F.

The Case Conference shall examine any data describing the progress of the student during the current school year toward the selected "critical" objectives which suggest that the upcoming summer break in the instructional program will seriously impede the student's progress toward achievement of those "critical" objectives.

     
 

G.

The Case Conference shall examine any circumstances that have impeded, or may be expected to seriously impede, the student's progress toward the achievement of any of the "critical" objectives.

     
 

H.

The Case Conference shall identify any "critical" objectives which any of the above data suggests the student will fail, or is likely to fail to reach and maintain at a reasonable level without a summer intervention.

     
 

I.

The Case Conference shall identify on an IEP addendum, the "critical" objective(s) to be addressed and the summer intervention (ESY service) necessary to reach and/or maintain the selected "critical" objective(s).

     
 

J.

The Case Conference shall develop the IEP for the coming school year using the process indicated in the following section. It should be expected that the new IEP is subject to possible revision in the fall to take into account any changes resulting from the ESY services provided during the summer.

MONITORING/IMPLEMENTING ESY SERVICE NEEDS

 

A.

Development of the IEP

     
   

The Case Conference:

     
 

1.

should take particular care to ensure that all goals and short-term objectives in the IEP are appropriate to the student's level of functioning, realistic in terms of the student's expected potential, and measurable as to the student's progress toward their attainment;

     
 

2.

shall designate those short-term objectives considered "critical" to the attainment of independence as an adult;

     
 

3.

shall designate the person(s) (referred to as monitor(s)) responsible for gathering and keeping accurate and relevant data on the student's progress during the regular school year toward the attainment of the "critical" objectives;

     
 

4.

shall review the process of monitoring progress toward the "critical" objectives and how, during the spring quarter of the year, the determination will be made whether there are indicators of need for ESY services during the subsequent summer break. A notation is to be added to the IEP indicating that the need for ESY services has been considered.

     
 

B.

Data-Gathering on "Critical" Objectives During the School Year

     
 

1.

The monitor(s) designated by the Case Conference shall keep an on-going accurate record of student achievement toward the "critical" objectives on the IEP. One strategy may be to develop a portfolio of the student's progress toward the "critical" objectives as indicated by work samples, test results, teacher observation notations, and other samples of the student's performance on the "critical" objectives. The portfolio or other record system utilized should always be kept up to date and utilized as a basis for planning priorities in the instruction being given to the student.

     
 

2.

Periodic parent-staff communication should emphasize the exchange of information, particularly regarding the student's progress toward the "critical" objectives designated in the IEP.

     
 

3.

If on-going monitoring of student progress toward the "critical" objectives indicates unanticipated or particularly difficult instructional problems, the Case Conference may recommend or may consider among other options, referral for additional or updated specialized assessment. Recommendations to the Case Conference may be from the student's teacher, other school personnel, or the parent.

     
 

C.

Review and Analysis of Data on Student Progress

     
   

As early as possible in the spring quarter, the building administrator and/or the teacher of record shall meet with monitor(s) to:

     
 

1.

examine the data available on the student's progress toward the "critical" objectives in the IEP;

     
 

2.

determine whether additional data is required to accurately portray the student's progress toward the "critical" objectives, and, if so, designate the type of data needed, the responsible person(s), and the timeframe for receiving the report;

     
 

3.

collect information that will indicate student progress, i.e., work samples, grades, informal evaluation.

     
 

D.

Development of IEP Addendum for ESY Services

     
 

1.

The Case Conference shall convene as soon as the monitor(s) information is available to make a final decision regarding the student's need for ESY services.

     
 

2.

If the decision is positive, the Case Conference shall develop an IEP Addendum specifying the specific "critical" objectives to be addressed by the ESY services and what services are to be provided.

     
 

3.

If there is disagreement among Case Conference members, regarding any aspects of the ESY decision, the issue(s) should be referred to the Superintendent.

     
 

E.

Implementation of ESY Services

     
 

1.

The Special Education Coordinator will be responsible for implementation of the ESY services determined by the student's Case Conference.

     
 

2.

In accordance with the Corporation's adopted policies and procedures and Indiana laws and regulations for the provision of ESY services, the Superintendent may consider numerous options ranging from providing for all required services internally within the Corporation to contracting within a consortium of districts or other public agencies for required instructional services (or private agencies for "related" services).

     
 

F.

Evaluation of ESY Services and Procedures

     
 

1.

The Special Education Coordinator shall secure reports from key personnel involved in providing any ESY services including summaries of student progress, breakthroughs achieved, problems encountered, etc.

     
 

2.

Any data reported which indicates a need for revision of the subsequent IEP should be made available to the Case Conference so that it may convene and make appropriate changes that can be agreed upon.

     
 

3.

The Special Education Coordinator shall communicate with the Superintendent regarding on-going implementation of ESY services.

© Neola 2011