Extended School Year

The Extended School Year (ESY) Program is an extension of existing Special Education Individual Education Program (IEP) services provided during the summer recess to assist a student with a disability in maintaining skills on goals and objectives from their current IEP.  ESY services are special education and related services that are provided to a child with a disability in accordance with the student's IEP.   ESY services are required when determined to be necessary for a child to progress over time and to benefit from the IEP.

Extended School Year Services must be noted as a service on your student's IEP.      

The ESY Program will be held at the following school sites

Kordyak Elementary (PK - 5th Grade)

Kucera Middle School (6th - 8th Grade)

Milor High School (9th - 12th Grade & ATP Classes)

Click the link to Register for ESY.

Registration Form

If you have any questions or concerns regarding your child's eligibility for ESY or

have any questions or concerns, 

please contact 

• Dr. Marc Rodriguez

  Coordinator, Related Services 

  (909) 820 -7700 Ext. 2734

Legal Guidelines

34 CFR §300.106 states the following about ESY services:

• Each public agency must ensure that extended school year services are available as necessary to provide FAPE.
• Extended school year services must be provided only if a child's IEP team determines, on an individual basis, that the services are necessary for the provision of FAPE to the child.
• In implementing the requirements of this section, a public agency may not limit extended school year services to particular categories of disability or unilaterally limit the type, amount, or duration of those services.

General Guidelines

• The key question before the IEP team is whether the child needs ESY services in order to secure the minimum benefits of a free and appropriate public education during the regular school year.
• ESY services do not need to duplicate the services provided during the school year because the purpose is different (prevent regression rather than continued progression). A student may require ESY services in only one area (e.g. speech and language) but not in other areas (e.g. specialized academic instruction).
• When an IEP team discusses ESY services, they should consider the student’s current placement in order to avoid placing the student in a more or less restrictive environment for ESY services.
• The determination of ESY eligibility must be based on empirical and qualitative data collected by the IEP team members for the student’s individual skills.
• The IEP should clearly indicate a start date, end date, frequency and duration of the ESY services.