What Are Extended School Year (ESY) Services?

It’s no secret that summer break brings excitement for students, educators, and clinicians alike. But for some learners with disabilities, those long, unstructured weeks away from school can come with a cost. Important skills, whether in communication, social development, or academics, can slip away faster than expected. That’s where Extended School Year services come in.

ESY services go beyond just summer sessions. They’re a critical way for schools and clinicians to support students with disabilities who need continuity to maintain progress. Understanding how these services work, who qualifies, and why they matter can help ensure every student receives the support they need, not just during the school year, but year-round.

Definition and Legal Foundation Under IDEA

Extended School Year services, often referred to as ESY services, are specialized instruction and related services provided to eligible students with disabilities beyond the standard school year. These services are not optional or enrichment-based. They are a required component of a student’s Individualized Education Program (IEP) when necessary to ensure that the student continues to receive a Free Appropriate Public Education (FAPE).

Under the Individuals with Disabilities Education Act (IDEA), school districts must offer ESY services to students who qualify based on individual needs, not disability category. The decision to offer ESY must be made annually by the IEP team and documented clearly in the student’s IEP. It’s important to understand that ESY is not a one-size-fits-all solution, and it does not follow a specific formula. It must be tailored to support the student’s learning trajectory and provide educational access consistent with IDEA requirements.

Purpose of ESY: Preventing Regression Over Summer Break

One of the most common reasons a student may receive ESY services is to prevent significant regression. During long breaks from instruction, some students with disabilities are at higher risk of losing previously acquired skills. ESY services aim to minimize that regression and support a student’s ability to recoup those skills within a reasonable time once school resumes.

This is especially critical for students with communication disorders, autism spectrum disorder, intellectual disabilities, or others with emerging skills that are not yet fully mastered. ESY supports continuity, helping maintain progress and ensuring that extended breaks do not undo hard-earned gains. This is not about giving students an academic advantage, but rather about preserving existing abilities and ensuring continued access to educational benefit.

ESY vs. Summer School: What’s the Difference?

Although ESY and summer school might appear similar on the surface, they serve very different purposes and populations. Summer school is typically available to any student who wants to participate, often with a focus on academic catch-up or enrichment. In contrast, Extended School Year services are provided only to students with IEPs who meet specific eligibility criteria determined by the IEP team.

Summer school programs tend to follow general education curriculum goals, while ESY services are driven by IEP goals and individualized needs. ESY may also include related services such as speech therapy, occupational therapy, or physical therapy, depending on what the student requires to maintain skills. This distinction matters when planning resources and staffing. It also ensures that students who need special education summer services receive them as part of a legally required support system.

ESY as Part of Free Appropriate Public Education (FAPE)

Providing Extended School Year services when appropriate is not optional for school districts. It is a legal obligation that falls under the broader mandate of offering a Free Appropriate Public Education. FAPE requires that students with disabilities have access to education that is individually designed to meet their unique needs.

If a student’s learning would be substantially compromised without summer services, then ESY must be included in their IEP. Failing to provide those services when needed could be a violation of FAPE, exposing districts to compliance issues or due process claims. For clinicians and school teams, understanding the connection between ESY and FAPE is essential. It ensures that decisions about summer supports are grounded in both student-centered planning and legal compliance.

Who Qualifies for ESY Services?

It’s easy to assume that all students with IEPs automatically qualify for summer services. But Extended School Year (ESY) eligibility isn’t about labels or diagnoses. It’s about a student’s unique needs, and what could happen without continued support.

When school teams and clinicians take the time to evaluate those needs carefully, they can make a real difference in a child’s progress and confidence. That starts with understanding how ESY eligibility is determined.

Regression and Recoupment: Key Eligibility Factors

At the heart of most ESY eligibility decisions is the question of regression and recoupment. In simple terms, will the student lose important skills during a break in instruction? If so, how long will it take them to get those skills back once services resume?

All students experience some learning loss over long breaks. But ESY services are designed for those whose regression is more severe and whose recoupment takes much longer than what’s typical. For example, if a student with speech or communication challenges takes eight weeks to regain basic skills after a six-week break, that’s a red flag. If a child with autism loses toileting, communication, or social interaction skills during short gaps in services, that’s another strong indicator.

These aren’t just temporary dips in performance, but meaningful setbacks that threaten the student’s long-term progress. When regression patterns are well-documented, they often become the clearest evidence supporting the need for Extended School Year services.

Additional Criteria: Severity of Disability, Emerging Skills, and Behavior Needs

While regression and recoupment are common triggers, they aren’t the only criteria that matter. The severity of a student’s disability can also influence eligibility. Students with more intensive needs may require year-round consistency simply to maintain their baseline level of functioning.

Then there’s the matter of emerging skills. These are new or fragile abilities that are just starting to develop. Think of a student who has finally started using a communication device independently or a preschooler who’s beginning to master social turn-taking. Interruptions during these windows of growth can cause those fragile gains to disappear. That’s why clinicians often advocate for ESY when a child is on the verge of a developmental leap.

Lastly, consider serious behavior concerns. If a student demonstrates behaviors that significantly interfere with learning, and those behaviors are actively improving with intervention, then a long break in services could lead to serious regression. Therefore, maintaining behavior plans and therapy during the summer might be critical to keeping progress intact.

The IEP Team Decision-Making Process

Deciding who qualifies for ESY services isn’t something done in isolation. It involves a collaborative process led by the student’s IEP team, which includes educators, service providers, and families. Together, they review progress data, regression trends, reports from related service providers, and parent input.

This conversation typically happens in the late winter or early spring. It should be based on objective evidence, not assumptions. For instance, has the student consistently required extended time to recoup after school breaks? Are emerging skills at risk of being lost without continued instruction?

No two students are alike. And because ESY is individualized, the IEP team’s role is to determine whether special education summer services are necessary for the student to continue making meaningful progress toward their goals.

Documenting ESY Eligibility in the IEP

Once the team determines eligibility, the next step is proper IEP documentation for ESY. That means clearly stating whether the student qualifies, what services will be provided, and the specific goals to be targeted over the summer.

Some teams choose to amend the IEP with an addendum for summer services. Others include ESY directly in the main body of the IEP. Either way, details matter. Vague entries like “student will receive ESY as needed” don’t meet compliance standards. Instead, list the service type (such as speech therapy), frequency, duration, and setting. Be sure the plan reflects the student’s actual needs.

Good documentation also protects the team. If there’s ever a question about whether a student received the services they were entitled to, a well-written IEP becomes the best defense.

How to Plan ESY Services in Schools

Planning Extended School Year (ESY) services takes thoughtful coordination. From schedules and staffing to caseload assignments and delivery models, each decision impacts the quality of services students receive. Here’s what schools and administrators need to consider when preparing for a successful ESY program.

Scheduling ESY Services: Program Length, Frequency, and Hours

Every district structures its ESY schedule a little differently, depending on student needs and available resources. Some run a four-week program with half-day sessions, while others offer full days for six to eight weeks. There’s no one-size-fits-all solution.

The key is balancing instructional time with student engagement. Many IEP teams find that shorter, more frequent sessions help with retention and reduce fatigue—especially for younger students or those with significant support needs. Careful ESY scheduling ensures students receive the intensity of instruction or therapy needed to prevent regression.

When creating your ESY calendar, keep in mind:

• Total number of instructional days

• Weekly frequency of services (e.g., 3 vs. 5 days/week)

• Daily duration of services (e.g., 2 hours vs. full day)

• Transportation availability

By finalizing the schedule early, teams can also communicate expectations to families well in advance.

ESY Staffing Considerations: Hiring SLPs, OTs, and Paraprofessionals

Finding the right staff for summer programs can be challenging, especially for related service providers. Many school-based professionals have other summer commitments, and competition for clinicians can be high. To attract qualified staff, some districts offer flexible schedules, stipends, or part-time opportunities.

You’ll need to plan ahead to staff:

• Special education teachers

• Speech-language pathologists (SLPs)

• Occupational therapists (OTs)

• Physical therapists (PTs)

• Behavioral specialists

• Paraprofessionals and aides

Keep communication open with potential ESY staff throughout the spring. This will give your team time to fill any remaining gaps and ensure continuity of services.

Structuring ESY Caseloads for Related Service Providers

Once staffing is in place, the next step is caseload management. Unlike the school year, ESY caseloads may be smaller but more concentrated. A single SLP or OT might cover multiple sites or serve students with very different needs. This makes thoughtful ESY caseload management essential.

Considerations include:

• Grouping students with similar goals or support levels

• Balancing direct and consultative services

• Avoiding overload by spreading service hours evenly

• Allowing time for documentation and collaboration

It’s also important to clarify expectations early. ESY may not be a continuation of full IEP services, so providers need clear guidance on what services they’re expected to deliver—and how frequently.

Service Delivery Models for ESY: In-Person, Hybrid, and Virtual Options

Schools now have more flexibility than ever in how they deliver ESY services. While in-person remains the most common model, hybrid and virtual options have grown—especially for related services like speech or counseling.

Each model has pros and cons:

• In-person ESY allows for hands-on support, structure, and social interaction. It’s often best for students with intensive needs or behavior goals.

• Hybrid models provide a mix of face-to-face and remote services. This can help maximize staff availability and family access.

• Virtual ESY works well for students who can attend independently or benefit from digital tools. It’s also helpful for providers who are unable to commute to physical locations.

When choosing a service delivery model for ESY, consider the student’s documented needs, family input, and the team’s ability to deliver meaningful instruction. The delivery method should never compromise the integrity of the services provided.

 

Writing and Delivering ESY Goals

When it comes to Extended School Year (ESY) services, the IEP team’s job isn’t finished once eligibility is determined. Writing strong ESY goals, and delivering them effectively, will bejust as important. These goals ensure the student receives meaningful support over the summer months without disrupting the overall trajectory of their progress.

How to Write Measurable ESY Goals and Objectives

Writing ESY goals starts with clarity and purpose. Unlike yearlong IEP goals, ESY objectives focus on maintenance, not new instruction. The aim is to prevent regression in key skill areas, not introduce new curriculum.

When writing ESY goals, make sure they are:

• Specific to the skill at risk for regression

• Measurable through observable behaviors or performance

• Achievable within a limited time frame

• Relevant to the student’s current educational needs

• Time-bound to the duration of the ESY program

For example, if a student has a yearlong goal to improve expressive language skills, an ESY objective might be:
“Student will use a minimum of three-word phrases to request preferred items in 4 out of 5 opportunities, measured during structured play sessions over a four-week ESY program.”

The key is to focus on critical skills identified through the regression and recoupment data—or those considered essential to maintaining progress.

Aligning ESY Services with the Student’s Current IEP

ESY goals don’t exist in isolation. They should be closely aligned with the student’s current IEP and long-term priorities. Start by reviewing the student’s existing goals and identifying which ones are most at risk for regression during a break in instruction.

Ask:

• What skills took the student the longest to recoup after past breaks?

• Which goals are marked as “emerging” or newly mastered?

• Are there behavioral, communication, or functional skills that support overall progress?

By aligning ESY objectives with current IEP targets, you create a seamless continuation of support—and avoid duplication or confusion about priorities. This alignment also helps ensure that the services delivered match the intention behind the IEP team’s decision.

IEP Amendments vs. Addenda for ESY

To document ESY services properly, schools may use IEP amendments or addenda, depending on district procedures and timing. It’s important to know the difference.

• An IEP amendment updates the existing IEP without a full team meeting. This can be used when the team agrees on ESY services and just needs to reflect those changes in writing.

• An IEP addendum is a formal attachment added during or after an IEP meeting to include additional services, goals, or placement decisions.

Both are acceptable ways to document ESY services, but always follow your local and state guidelines. Clear documentation is essential for compliance and helps ensure that everyone, from service providers to families, is on the same page.

Tracking Progress During ESY: Best Practices for Clinicians

Once ESY services begin, clinicians need a plan for tracking progress. Data collection for ESY doesn’t have to be complex, but it should be consistent. The limited time frame means every session counts.

Here are some best practices for clinicians:

• Use simple data sheets aligned with each ESY goal or objective

• Track performance at least once per service session

• Record qualitative observations alongside quantitative data

• Communicate with families mid-way through ESY (when appropriate)

Since ESY is often shorter than the school year, clinicians should focus on maintaining baseline performance or noticing small signs of regression. This documentation can also support future IEP team discussions about whether ESY services were effective, or necessary for the following year.

Best Practices for Clinicians During ESY

Delivering services during Extended School Year requires a different mindset than the regular school year. The timeline is shorter, caseloads may shift, and student engagement can fluctuate. Whether you’re a speech-language pathologist, occupational therapist, or another related service provider, adapting your approach helps ensure students continue to benefit during this crucial time.

Speech Therapy and OT Strategies for ESY

Speech therapy and occupational therapy during ESY should focus on maintaining progress rather than making new gains. This distinction shapes how goals are selected and how sessions are delivered.

Some helpful strategies for speech therapy during ESY:

• Prioritize carryover activities to help students retain communication skills

• Incorporate routines and visual supports to maintain consistency

• Use games and play-based activities to keep engagement high despite the short term

For OT in ESY, focus on:

• Daily living skills and sensory routines that may be disrupted during long breaks

• Task sequencing and fine motor skills through practical summer-themed tasks (e.g., preparing a snack, tying shoes, using playground equipment)

• Low-prep materials and adaptable routines that can be delivered both in-person and virtually

The goal is to give students opportunities to practice core skills they’ve already learned, while also building confidence.

Using Teletherapy for ESY Services

Teletherapy continues to be a powerful tool for delivering related services during ESY. It offers flexibility for families, opens up access to providers who may not be local, and allows students to receive consistent support, even while traveling or at home.

To use teletherapy in ESY effectively:

• Ensure families have stable internet access and a suitable device

• Create short, interactive sessions designed for virtual attention spans

• Keep visuals clear and directions simple

• Use screen sharing, annotation tools, and virtual manipulatives to boost interaction

Many clinicians find that students thrive in familiar environments when the platform is set up for success. Teletherapy also allows providers to maintain continuity when in-person staffing is limited during the summer.

Choosing Tools and Platforms for Virtual Delivery

Not all teletherapy platforms are created equal. The right tools can make the difference between a smooth ESY session and a frustrating experience for everyone involved.

Look for platforms that:

• Are HIPAA-compliant if providing medical services

• Include features like screen sharing, whiteboarding, and shared workspaces

• Work well on multiple devices, especially tablets or Chromebooks

• Integrate with your data collection or billing system

Some commonly used platforms for virtual ESY services include Zoom for Healthcare, TheraPlatform, and SimplePractice. Whatever you choose, practice ahead of time to troubleshoot issues before sessions begin.

Maintaining Engagement in Short-Term Services

ESY programs often last only a few weeks. This means every session has to count. Students may also have summer fatigue or inconsistent attendance, so clinicians must find ways to keep motivation high.

Tips for maintaining engagement during ESY:

• Keep sessions short and varied

• Use themed activities tied to summer interests (e.g., beach, ice cream, camping)

• Set mini-goals or small rewards to give students a sense of accomplishment

• Involve families by sharing at-home strategies and simple carryover tasks

Even when students are only receiving a few hours of support per week, these techniques can make sessions more meaningful.

Documenting and Billing for Summer Services (Including Medicaid)

Thorough ESY documentation is essential, not just for IEP compliance, but also for billing and data tracking. If your district bills Medicaid for related services, make sure your notes meet the necessary criteria.

Best practices for ESY Medicaid billing and documentation:

• Document each service session with date, time, setting, and summary

• Include the goal addressed and student’s response

• Use approved language for billing codes and service types

• Submit records promptly to avoid delays in processing

Whether you’re billing Medicaid or just tracking student progress, staying organized from the start of the ESY program ensures you’re supporting both the student and the system.

Compliance and Legal Considerations

Ensuring compliance with federal and state regulations is extremely important when planning and delivering Extended School Year (ESY) services. ESY isn’t optional. It’s a legal entitlement for students who qualify under the Individuals with Disabilities Education Act (IDEA), therefore failing to follow the proper procedures or provide the necessary services can lead to serious consequences, including due process complaints and state monitoring findings.

Ensuring ESY Compliance Under IDEA and State Law

Under IDEA, ESY services must be provided to students with disabilities who require them to receive a Free Appropriate Public Education (FAPE). However, IDEA doesn’t prescribe a specific standard for eligibility or delivery. Instead, it leaves much of the implementation up to individual states. That’s why it’s important to be familiar with your state’s specific legal requirements for ESY.

States may define how regression and recoupment are evaluated, what timelines must be followed, and how services should be documented in the IEP. School teams should refer to both federal IDEA guidance and their state’s Department of Education regulations to ensure full ESY compliance.

Avoiding Common Due Process Issues Around ESY

Due process disputes related to ESY often stem from inconsistent or undocumented decision-making. If a parent believes their child was denied ESY services unfairly, or that the IEP team failed to follow proper procedures, they can file a due process complaint.

To prevent these issues:

• Ensure that all ESY decisions are based on data and discussed during an IEP meeting.

• Avoid blanket policies (e.g., “we don’t offer ESY for speech therapy”).

• Involve families early in the process and communicate clearly about how decisions are made.

• Document all decisions and supporting evidence in the IEP.

Transparent, team-based decision-making supported by data is your strongest defense against potential legal challenges.

Ensuring Equitable Access for All Eligible Students

Equity must remain central to ESY planning. Students with more significant needs, such as those with limited communication, severe autism, or complex health conditions, can often face greater barriers to accessing summer services.

To ensure equitable access:

• Provide a range of service delivery models, including in-person, virtual, or hybrid formats.

• Consider transportation, interpreter needs, and health accommodations.

• Don’t assume that parents will initiate conversations about ESY. Proactively raise it as part of the IEP process when warranted.

All eligible students must have a genuine opportunity to participate in ESY, regardless of their disability type or family circumstances.

Audit-Readiness: Documentation Tips for School Teams

ESY paperwork and documentation are often reviewed during compliance audits and monitoring visits. To stay audit-ready:

• Clearly document ESY eligibility determinations in the IEP, along with supporting data (e.g., progress monitoring, regression analysis).

• Note which goals will be addressed during ESY and how progress will be tracked.

• Include the specific type, frequency, duration, and location of services.

• Maintain records of IEP meetings where ESY was discussed, even if the team determined services weren’t needed.

In short, your ESY paperwork should make it clear how the decision was made, who was involved, and how the services will be delivered. Strong documentation shows accountability and ensures you’re prepared if questions arise later.

Final Thoughts: Why ESY Services Matter

Extended School Year (ESY) services are a critical part of ensuring that students with disabilities continue to receive a Free Appropriate Public Education (FAPE) year-round. For students at risk of regression, ESY can make a significant difference in maintaining academic, communication, and functional skills. Without it, many would lose hard-earned progress that may be difficult to recover once school resumes in the fall.

Strong ESY programming also relies on clear, transparent communication with families. When schools proactively explain eligibility, share data, and include parents in decision-making, families feel more confident and supported. This collaborative approach strengthens student outcomes and builds trust between teams and caregivers.

Finally, a sustainable ESY model doesn’t happen by accident. It requires thoughtful planning, adequate staffing, and consistent training. But the payoff is worth it. With the right foundation, schools can create a dependable ESY program that supports IEP students year after year and upholds the promise of equitable, continuous education for all.

At Lighthouse Therapy, our clinicians and therapists are proud to support schools in delivering high-quality ESY services tailored to each student’s needs. Whether in-person or online, we’re here to help make summer services seamless and impactful.