Using Data to Using Data to Determine Extended Determine Extended

School YearSchool YearFarmington Public SchoolsFarmington Public Schools

2008-2009 2008-2009

KWL: Know, Want to Know, and Learned

• What do you know about ESY and its implementation?

• What do you know about using data to make the ESY determination?

• What do you want to know about ESY and its implementation?

• What do you want to know about using data to make the ESY determination?

What is Extended School Year (ESY)?

• A required component of the IDEA• Special education and related

services provided beyond the normal school year– In accordance with the IEP– Necessary for the provision of FAPE– At no cost to parents

What is the purpose of ESY?

• To avoid significant loss of one or more essential skills included in the student’s IEP goals/objectives.

• To ensure that achieved goals/objectives will not be significantly jeopardized by the lapse in education programming when school is not in session.

• To assist the student in maintaining the current level of functioning/performance on essential IEP goals/objectives.

How does the IEP Team consider ESY?

• Review empirical data related to IEP goal/objective progress

• Review predictive expert opinion based on progress history

• Review program/service history– Has the student received ESY in the past? Did it

prevent regression? • Identify Essential Skills (critical skills)• Review current data and identification of

additional data needs

Possible Data Sources• Goal data• Data recorded and provided by

parents• Reports from school personnel,

agencies, other professionals• Medical records

IEP Goal Measurability• Know what you want to measure

– Is it observable?• Know how it can be measured

– Will the measure inform instruction?• Know the student’s baseline measure

– What is the student currently able to do?• Know how often to measure

– Will you measure often enough to change your approach if no progress?

Observable Behavior• Complete• Identify• Write• Calculate• State• Read• Edit• Discuss

• Describe• Choose• Imitate• Assemble• Convert• Follow • Record• Solve

Measurability Components

• Criteria– Based on the current

status (baseline data)– Aimed at progress

anticipated within 1 IEP year (with quality instruction)

– 80% is NOT right for everything

• Schedule– Is objective

dependent– Informs you about

efficacy of your intervention

– Should be more frequent than the reporting to parents (semester, grading period…)

Example• What I want to measure:

– Ability to say short vowel sounds when presented with grapheme/CVC word

• How I can measure:– Show letter/word cards and ask for the sound

• The student’s baseline measure:– Knows how to repeat sounds heard, but no sound –

symbol instruction to date• How often I will measure:

– Instruction/practice is daily so I will record accuracy one time per week (plotted as an average monthly score)

Documenting Goal/Obj Progress

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Sept Oct Nov Dec J an Feb Mar Apr May

a e i o u

Breaks in Instruction of 5 days or more

Example• What I want to measure:

– Interactions with peers at lunch table (conversational tone, reciprocal conversation, on topic)

• How I can measure:– Sit at a table behind the student and listen for tone,

reciprocity, topic consistency• The student’s baseline measure:

– Student yells, talks over others, talks only about own interests

• How often I will measure:– Instruction/practice is twice weekly so I will record

observations one time every week (plotted as the best monthly score)

Documenting Goal/Obj Progress

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Sept Oct Nov Dec J an Feb Mar Apr May

Conversational Tone ReciprocityStays on Topic

Breaks in Instruction of 5 days or more

Example• What I want to measure:

– Calculation of multidigit (3 or more digits) + - x• How I can measure:

– Collect work samples• The student’s baseline measure:

– Can calculate + - x up to 2 digits accurately (average of 96% of the time). Errors are typically inaccurate calculation when adding/using remainders/regroupings.

• How often I will measure:– Instruction/practice is daily so I will save one work

sample per week

Break in instruction of 5 days or more

Documenting Goal/Obj Progress

0

20

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Sept

Sept Oct Oct Nov Nov Dec Dec J a

nJ a

nFe

bMar Mar Apr Apr

Addition Subtraction Multiply

What factors must an IEP Team consider?

• Regression/Recoupment– Inability to maintain an acquired skill– Substantial regression or a serious

potential for regression in critical skills identified in the students goals/objectives

– Expected as a result of an interruption in instruction OR documented evidence of regression through goal/objective data

– Recoupment time is longer than would be normally expected for students

What factors must an IEP Team consider?

• Nature and/or Severity of Disability– Nature/Severity requires a longer school

year to prevent regression– Nature/Severity requires a longer school

year to recoup lost skills– Nature/Severity requires highly-structured

or consistent programming to make progress

– Nature/Severity requires longer school year to attain the goals of self-sufficiency and independence from care givers

What factors must an IEP Team consider?

• Critical Areas of Learning– a skill must be mastered immediately so

that mastery is not permanently reduced– a break in instruction will result in a loss of

the ‘window of opportunity’ for learning this skill

– a change in medical, physical, or sensory status made it possible to predict an accelerated rate of learning will occur during the ESY period

Writing ESY into the IEP• After consideration of ESY and

marking the ESY box on the IEP (below ‘programs & services box’)– Attach the ESY Summary form to the

IEP with a copy of only those goals & objectives to be addressed during ESY

– Attach the data demonstrating need for ESY

Writing ESY into the IEP• Note attachment to IEP after checking the

“ESY box” (below the programs and services box) on the second to last page of the IEP.

S:\MTC\Special Ed Manual 90808\Forms\IEP Forms\IEP - Elementary IEP Form 2-20-2007.doc• Use “Extended School Year Summary” form as

the attachment to the IEP (see SE Manual) ESY Extended School Year Summary.docm

Case Work• Discuss student cases

– What are your student’s goals? – Are any critical areas/essential skills?– What data have you collected and

documented?– What does the data say about the student’s

progress?– Does ESY seem to be a possibility?

• Based on what ESY criteria: Regression/Recoupment, Nature & Severity, or Critical Areas of Learning

Case Work• Write a PLAAFP statement that

clarifies/denies the need for ESY. Examples:– Based on IEP goal data, student has made

progress throughout the year and has not experienced regression of skills during breaks in instruction. Describe the data.

– Based on IEP goal data, student has experienced regression without adequate recoupment on his/her IEP goal(s). Describe the data and criteria for ESY.

Case Work• Document the need for ESY on the

IEP ESY Summary form• Attach the related IEP goal/obj(s)• Attach your supporting data• Write a plan for the delivery of ESY

KWL: Know, Want to Know, and Learned

• What did you learn about ESY and its implementation?

• What did you learn about using data to determine ESY?