Extended School Year 2026

Extended School Year (ESY) services are special education and related services provided to some students with disabilities during school breaks, such as summer vacation. These services help students maintain important skills they have already learned and continue working toward the goals in their Individualized Education Program (IEP).   ESY is provided when the IEP team determines that, without continued support, a student may lose important skills or have difficulty making progress when school resumes.

Students must qualify for Extended School Year Services and services must be included on your student's IEP.      

ESY Dates:  June 8, 2026 - July 3, 2026

ESY Programs will be held at the following school sites: 

Kordyak Elementary (PK - 5th Grade)
4580 Mango Ave, Fontana, CA 92336

Kucera Middle School (6th - 8th Grade)
2140 W Buena Vista Dr, Rialto, CA 92377

Milor High School (9th - 12th Grade & ATP Classes)
266 W Randall Ave, Rialto, CA 92376

Click the link to Register for ESY.

Registration Form

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.