Seven Factors of Eligibility

1. Regression – When the student reverts to a lower level of functioning
2. Recoupment – Whether or not the student has the capacity to recover the skills or behavior patterns
3. Regression and Recoupment – When the student’s regression and ability to recoup skills impacts his/her ability to maintain a skill or
   behavior
4. Mastery – The extent to which a student has mastered a skill prior to an interruption in program
5. Self-Sufficiency and Independence – The extent to which a skill is crucial to a student’s ability to achieve a goal of independence or
   self-sufficiency
6. Successive Interruptions – The extent to which successive interruptions in programming lead to a withdraw from the learning process
7. Severity of Disability – Whether the student’s disability is severe, such as autism, serious emotional disturbance, severe intellectual disabilities, degenerative impairments with mental involvement and severe multiple disabilities

Determining ESY Eligibility

1. Which students should be considered for ESY? Every student who is eligible for special education has an IEP that describes the programs and services necessary for the student to receive FAPE. One of the topics discussed and decided upon at the IEP team meeting is whether or not the student requires ESY services as part of their special education program. ESY must be considered each year for every student with a disability.
   Armstrong “Target Group”
   In addition, the Pennsylvania Department of Education offers guidance regarding students with severe disabilities, such as autism/ pervasive developmental disorder, serious emotional disturbance, severe intellectual disabilities, degenerative impairments with mental involvement, and severe multiple disabilities.
   Students in this group, known as the Armstrong Target Group, must have an IEP team review of ESY eligibility no later than February 28 of each school year, with a Notice of Recommended Educational Placement (NOREP) issued no later than March 31 of each school year. Students whose disabilities are not in the target group will not be held to the same timelines; however, determinations must be made in a timely manner.
   Perkiomen Valley School District has adopted the ESY timeline described in this manual to be consistent with the guidelines set forth by the Pennsylvania Department of Education.
2. Considerations for Eligibility
   Extended School Year eligibility should be data-driven and based on specific student NEEDS. While summer programming may be of benefit to a student, the data should be used to determine whether
   or not a student is in need of ESY service(s). The following data sources should be used in the consideration of ESY:
   • Progress towards IEP goals
   • Progress Reports maintained by teachers, therapists and/or direct service providers that work with the student before and after an interruption in educational programming.
   • Parent input
   • Medical or other agency reports
   • Observational data
   • Assessment Data that is directly linked to IEP goals. Examples including:
     • Criterion-Referenced assessments
     • Curriculum Based Assessments
     • Life Skill/Adaptive Functioning Assessments
   • Other relevant data measures that are discussed at the IEP meeting