SLD
A 5th-grade student with Dyslexia loses fluency skills over summer but is able to recover them within three weeks of intervention. Do they qualify?
No, because their Regression & Recoupment is within a reasonable time frame.
A student with ADHD struggles with focus after long breaks but is able to adjust back to routine within two weeks. Would they qualify?
No, because their Regression & Recoupment is not severe enough to warrant ESY.
A student with Generalized Anxiety Disorder and Depression isolates after breaks but re-engages in learning within two weeks. Should they receive ESY?
No, because while anxiety is a challenge, it does not result in significant regression requiring ESY.
A student with Mild Intellectual Disability requires frequent reteaching during the school year but does not show increased regression after breaks. Should they get ESY?
No, because while reteaching is needed, their Regression & Recoupment does not indicate severe skill loss over time.
A student with high-functioning Autism does not show academic regression over breaks but struggles socially when school resumes. Should they get ESY?
No, unless the lack of social skills impact the ability to function at school.
A middle schooler with an SLD in math has not yet mastered multi-step problem-solving and is at risk of falling further behind without continued instruction. Would they qualify?
No, because while they are behind, this is not an Emerging Critical Skill requiring ESY to maintain progress.
A student with ODD follows a strict behavior intervention plan during the school year but has an increase in severe defiant behaviors after summer break, making it difficult for them to re-engage in learning for over a month. Do they qualify?
Yes. Their Interfering Behaviors significantly impact their ability to participate in school, making ESY necessary to maintain behavioral progress.
A student with Emotional Disturbance (ED) and Oppositional Defiant Disorder (ODD) has frequent severe outbursts and struggles to return to routine after school breaks, requiring two months to regulate behaviors. Do they qualify?
Yes, due to Interfering Behaviors that significantly impact learning and adjustment.
A student with mild Intellectual Disability (ID) has been working on telling time and counting money as part of their daily living skills. After summer break last year, they forgot how to use coins for basic transactions and needed two months to regain the skill. Would they qualify for ESY?
Yes. This falls under Regression & Recoupment and Critical Life Skills, as telling time and managing money are essential for independence. The extended recoupment time indicates a need for continuous instruction to maintain these functional skills.
A student with moderate Autism who is non-verbal is in the early stages of learning AAC communication and may lose progress if practice stops. Should they get ESY?
Yes, under Emerging Skills and Critical Life Skills, as communication is essential for accessing learning.
A 3rd grader with an SLD in reading is in a structured phonics-based intervention and has just begun decoding multi-syllabic words independently. If instruction stops, this progress may halt. Do they qualify?
Yes, under the Emerging Skills factor, since they are at a breakthrough stage of learning.
A student with ADHD and a Learning Disability is working on self-monitoring strategies to complete assignments independently. If they do not continue practicing over the summer, they may fall behind. Do they qualify for ESY?
No. While ongoing practice is beneficial, emerging self-monitoring skills alone do not qualify for ESY unless regression data supports the need.
A student with ED and PTSD refuses to enter the school building after extended breaks due to heightened school-related anxiety. Would ESY be appropriate?
Yes, if the anxiety results in a consistent pattern of school refusal and significant regression in emotional regulation skills, making ESY necessary for maintaining self-sufficiency.
A student with ID is making steady progress in functional reading and math skills, but their parents want ESY to keep them engaged academically. Should they get ESY?
No, because ESY is not for enrichment, only for maintaining essential skills that would otherwise regress.
A 4th grader with severe Autism engages in self-injurious behavior after every extended school break and requires intensive re-teaching of routines. Do they qualify?
Yes, under Interfering Behaviors, since their ability to participate in learning is severely impacted by routine disruption.
A student with Dyslexia has never qualified for ESY in the past, but this year, the family is experiencing homelessness and the student has had frequent school absences. The parents are concerned that over the summer, they will not have access to structured reading interventions at home. Should the IEP team consider ESY?
Yes, under Special Circumstances. If data shows the student is at risk for significant regression due to inconsistent instruction, the IEP team should consider ESY as a way to prevent educational harm caused by home instability.
A student with ADHD and ODD has made significant progress following behavior plans at school, but their parents report that at home, they are completely disregarding all learned coping strategies. The parent requests ESY because they are worried about behavior worsening over the summer. Should the student receive ESY?
No, unless school data supports regression. While parental input is considered, ESY is based on data showing regression in school-based skills, not behaviors at home alone. If the student does not exhibit significant school regression, they would not qualify.
A student with PTSD and Anxiety Disorder has been hospitalized for mental health reasons multiple times this year. Their therapist and parents express concerns that without ESY, they will lose social-emotional coping skills and struggle significantly when school resumes. Would ESY be appropriate?
Yes, under Special Circumstances & Interfering Behaviors. If medical reports and school data show that an extended break would cause a major regression in emotional regulation skills, ESY could help the student maintain coping strategies and prevent a difficult transition back to school.
A student with Moderate Intellectual Disability has difficulty maintaining toileting independence after long breaks. Their parent reports that over previous summers, they completely revert to needing diapers and take months to retrain. The parent strongly advocates for ESY. Should they receive it?
Yes, under Critical Life Skills & Parental Input. If toileting is an essential self-care skill, and school data confirms that regression has occurred in past summers, ESY is appropriate to prevent loss of independence.
A student with Autism is transitioning from a self-contained classroom to a general education setting with supports next school year. They struggle with routine changes, and their parents fear that summer break will cause severe anxiety and behavior disruptions when school resumes. Would ESY be appropriate?
Yes, under Special Circumstances (Transition Support). Major transitions, especially for students with Autism, can be disruptive. ESY could provide structured summer programming to help them practice new routines and ease the transition into the new setting.