La. Admin. Code tit. 28 § LVII-703

Current through Register Vol. 50, No. 11, November 20, 2024

Section LVII-703 - ESYP Planning Guidelines

A. This section of the handbook provides specific information on the development of Individualized Educational Programs (IEPs) for the extended school year program (ESYP).

B. For the student who qualifies for the extended school year, the ESY-IEP team must meet to develop the ESY-IEP. The ESY-IEP meeting is similar to the regular school year IEP meeting in many ways. Participants at the ESY-IEP must include the student's teacher(s), parent(s), the local education agency's officially designated representative (ODR), and the student if appropriate. Others who have insight into the student's needs (e.g., Speech-Language Pathologist, OT, PT, Case Manager, Counselor) may also attend the meeting. If possible, the teacher who will be teaching the ESYP should attend the ESY-IEP meeting.

C. The ESY-IEP team is responsible for designing the extended school year program for the student. In developing an extended school year program for a student, the ESY-IEP team must consider the student's educational needs according to the criterion/criteria by which that student qualified for ESYP. Throughout the planning phase, the team is involved in a very individualized decision-making process based on the student's specific needs identified throughout the regular school year data collection and screening.

D. Following are some examples of what the focus of a student's ESY program would be, based on the needs identified through the screening process and the criterion/ criteria by which the student qualified:

1. Regression-Recoupment Criterion. The emphasis will be on the maintenance of the essential skill(s) with which the student has regression-recoupment problems.

a. Students qualifying under this criterion may benefit from three to four sessions per week for nine weeks. Three to four sessions per week should be enough to ensure maintenance. Also, with a nine-week program, there is not much time between the end of the school year and the beginning of the next. In this way, the instructional break time in which the student could regress is reduced.

2. Critical Point of Instruction 1 (CPI-1). The emphasis will be on the skill(s) the student needs to prevent loss of general education time or to provide an increase in special education service time. One instance might be the student who is in danger of losing time in general education because s/he is not keeping up in reading class. The ESY-IEP team believes that with intensive vocabulary drill and directed instruction on passage reading s/he would be able to continue in the general education class.

a. In this case, the ESYP for this student might be four or five sessions a week for several weeks for intensive teaching and drill.

3. Critical Point of Instruction 2 (CPI-2). The emphasis is on acquisition or maintenance of critical skill(s), such as the high school student who has almost mastered the skills related to grocery shopping (community access). His or her ESY program would focus instruction on achieving/maintaining the skills related to grocery shopping.

a. The number of sessions per week will be dependent upon whether the specific student needs acquisition or maintenance. Acquisition programs are usually shorter with more sessions per week, while maintenance programs are often longer in duration with fewer sessions per week.

4. Late Entry. The emphasis of the program is upon mastery of high priority goal(s) and objective(s). A student entered the program in February and has failed to make the progress expected because of adjustment problems.

a. In this case, the sessions/week and duration of the extended school year program will depend upon which and how many high priority goals and objectives have been identified. These objectives must be those identified as necessary to help ensure s/he will be on track in the fall towards the accomplishment of her/his long-term educational goal.

E. The ESYP Planning Guidelines sections include directions for the completion of the actual ESY-IEP form (on file at the department). Also included are strategies to assist the ESY-IEP team in decision-making about instruction, programming, and services.

La. Admin. Code tit. 28, § LVII-703

Promulgated by the Board of Elementary and Secondary Education, LR 30:2007 (September 2004).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:1941 et seq.