SPrEaD the word

Volume 1 Issue 5 (12.12.2019)

MPS Special Education Process and Procedure Manual

Extended School Year (ESY) (pp. 21-22)

Extended School Year (ESY) services should be discussed at every student's annual review.

  • ESY services are not provided to ensure a student continues to make progress over the summer. ESY is only appropriate to maintain current levels of performance.

The Team's consideration for the need for ESY service are based on a number of factors. although the specific reason(s) vary from student to student, the need for ESY arises when it is determined the student:

  1. Requires a significant amount of time to recoup a previously acquired skill or knowledge following an extended break from instruction and/or services;
  2. Is at a critical learning period and interrupting instruction and/or services will
  3. severely jeopardize the student's ability to benefit from the program of specialized instruction; The break will prevent a student who is in a functional curriculum from attaining or maintaining self-sufficiency skills that allow for personal independence.

Regression - All students, disabled and non-disabled, experience regression during breaks in instruction. For the purposes of ESY Services, regression is a decline in the performance of a skill or acquired knowledge, as specified in the annual goal(s) of the student's IEP, that occurs during a break in instruction.

Recoupment - A student's ability to regain the skill performance or relearn the acquired knowledge to approximately the same level that existed just prior to the break in instruction.

Significant - Regression/recoupment is significant when the recoupment period is longer than the length of the break in instruction.

In addition to significant regression and/or limited recoupment, other ESY criteria to be applied by a Team, includes the following:

  • the degree of the child's impairment is significant

  • the parents' ability to provide structure at home is minimal

  • the child's rate of progress is slow

  • the child's specific behavior and/or physical problems are significant

  • the availability of alternative resources is limited

  • the child's ability to interact with non-disabled children is limited

  • there are specific curricular areas in which the child needs continued attention

  • the vocational and transition needs of the child cannot be met without ESY programming


Data collection will begin in October.

  • You should look at long weekends and vacation breaks to document before and after.

  • Curriculum based measures should be used to regularly progress monitor and document (Discussion will be held at individual buildings as to what measures will be used)

  • You should document any area/s that you are concerned about regression.

  • Forms will be collected once during the school year.

TEAM CHAIRS should send all student ESY recommendation forms to the Pupil Services Office

Guidelines for Reasonable Recoupment

  • After an 8 week summer break is 20 instructional days

  • After a 1-2 week vacation break is 3-5 instructional days

  • After a weekend is 1 instructional day

IMPORTANT: An ESY program may include special education and/or related services and must be specified on the IEP. Since the ESY program is proposed to avoid substantial regression, the services offered may differ from the type and/or the frequency of these services offered during the school year. The details of the service, "including the type, frequency, and duration, as well as justification, should be placed in the "Schedule Modification" section of the IEP on the IEP-6 page.

MA DESE Q & A Guide on Special Education Extended School Year Services (603 CMR 28.05(4)(d)

ESY Presentation from August 27, 2019 PD day


Effective immediately, a copy of the signed consent will accompany testing advisories. It is important that all evaluators review this document prior to administering evaluations. Should you have questions, please reach out to the Team Chair.

Future Topics:

  • MCAS 2.0 vs. MCAS-Alternative Portfolio Assessment
  • Team Process
  • Development of the IEP
  • Parent Response to an IEP
  • MPS Policy and Procedures Regarding In School Observation by Parents and their Designee