|
_______ |
1. |
Evaluate the student's
progress toward his/her current IEP goals. (Do not
create new goals for ESY services.)
|
| _______ |
2. |
During the fall and
winter, administer a variety of informal measures to
predict student levels of regression. Do the measures
predict that recoupment will take longer than 6-8 weeks of
instruction?
(Most common methods for determining the need for ESY services.)
|
|
_______ |
3. |
Complete the
ESY Worksheet for
Consideration of Services.
This can be done at the annual
IEP meeting or at a later date.
|
|
_______ |
4. |
Complete the
IEP Team
Eligibility Determination Form for ESY Services
This can be done at the annual
IEP meeting or at a later date.
|
|
_______ |
5. |
Conduct an IEP meeting and
document ESY services on the IEP. |
|
_______ |
6. |
Four weeks prior to the end of
the school year, send parent/guardian the
letter outlining
their child's services and the
ESY Participation Form to
sign and return.
|
|
_______ |
7. |
Make copies of the
parent/guardian letter and ESY Participation Form and submit
to the Cooperative or district coordinator of ESY
services.
|
|
_______ |
8. |
Make follow-up phone call(s)
to parent/guardian who did not return the
Extended School Year Participation Form. Document
follow-up calls on the
Extended School Year Phone Log.
|
|
_______ |
9. |
Submit Extended School Year
Phone Log to the Cooperative or district coordinator of ESY
services.
|
|
_______ |
10. |
Three weeks prior to the end
of the school year, submit final ESY list of students to
either the Cooperative Speech, Language, and Hearing
Coordinator, or your local special education director for
students receiving ESY resource room assistance.
|
| |
Extended
School Year Resources |
| |
* |
ESY Technical Asst. Guide |
