Criteria for Determining Eligibility for Extended School Year Services

2020 ◽  
pp. 002246692091146
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens
Keyword(s):  
Special Education ◽  
Education Research ◽  
Lower Percentage ◽  
Special Education Directors ◽  
Limited Information ◽  
Extended School Year ◽  
School Year ◽  
Inclusive Settings ◽  
Education Directors ◽  
Local Education Agencies

Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY practices by LEAs. Most notably, approximately two out of three special education directors (63%) reported that ESY services were only received by students in self-contained classrooms in their LEA. These LEAs that had no students outside of a self-contained classroom receiving ESY services also had a significantly lower percentage of students receiving ESY services as a whole. We recommend that this practice be discouraged as it effectively excludes students in inclusive settings who could benefit from ESY services and can steer parents away from inclusive placements if ESY services in the future will cease.

Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors

2018 ◽  
Vol 37 (4) ◽  
pp. 245-250 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens ◽  
Evelyn Valenzuela
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Exploratory Study ◽  
Financial Resources ◽  
Special Education Directors ◽  
Extended School Year ◽  
School Year ◽  
Qualified Personnel ◽  
Education Directors

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

“Flat” versus “Weighted” Reimbursement Formulas: A Longitudinal Analysis of Statewide Special Education Funding Practices

1993 ◽  
Vol 59 (5) ◽  
pp. 433-443 ◽  
Author(s):  
Samuel Dempsey ◽  
Douglas Fuchs
Keyword(s):  
Special Education ◽  
Longitudinal Analysis ◽  
Service Needs ◽  
Education Funding ◽  
Special Education Directors ◽  
Monetary Incentives ◽  
Funding Formula ◽  
Flat Rate ◽  
Education Directors ◽  
Reliable Increase

Tennessee data were analyzed longitudinally from 1979–80 to 1987–88 in terms of numbers of children placed in a variety of service options. In 1983–84, the Tennessee funding formula was changed from a “flat” rate to a “weighted” formula. The weighted formula was associated with a statistically significant decrease in less restrictive placements and a reliable increase in more restrictive placements. A statewide survey of district special education directors suggested that service needs may have been more likely than monetary incentives to explain the observed changes.

What Special Education Directors Say about RTI

2009 ◽  
Vol 32 (4) ◽  
pp. 245-254 ◽  
Author(s):  
Margaret Gessler Werts ◽  
Monica Lambert ◽  
Ellen Carpenter
Keyword(s):  
Special Education ◽  
Special Education Directors ◽  
Education Directors

The Measurement of Family Perspectives on Extended School Year Practices with Students in Special Education

1998 ◽  
Vol 58 (3) ◽  
pp. 511-519 ◽  
Author(s):  
WILLIAM R. SHARPTON ◽  
David Sexton ◽  
Jane Nell Luster ◽  
Margaret Lang
Keyword(s):  
Special Education ◽  
Extended School Year ◽  
School Year ◽  
Family Perspectives

Extended School Year Services: A Consumer Perspective on Implementation

1988 ◽  
Vol 13 (4) ◽  
pp. 244-250 ◽  
Author(s):  
Thomas F. Wilds ◽  
George N. Liacopoulos
Keyword(s):  
National Society ◽  
Public Officials ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
Adults With Autism ◽  
School Year ◽  
The Status ◽  
Consumer Perspective ◽  
State And Local ◽  
Local Education Agencies

The status of extended school year (ESY) services was assessed through a national survey of the chapters of the National Society for Children and Adults with Autism (NSAC). The results of the 66 NSAC chapters that responded were compared with previous research that surveyed state and local education agencies about ESY implementation. Although the availability of ESY programs appears to be increasing, public officials and consumers differ in their perceptions of the methods and criteria employed by states to implement ESY services. Differences among states were evident with regard to the operationalization of various aspects of ESY such as eligibility criteria and length of programs.

Service Coordination between Correctional and Public School Systems for Handicapped Juvenile Offenders

1988 ◽  
Vol 55 (1) ◽  
pp. 66-70 ◽  
Author(s):  
Kathleen A. Lewis ◽  
Gail M. Schwartz ◽  
Robert N. Ianacone
Keyword(s):  
Special Education ◽  
Public School ◽  
Juvenile Offenders ◽  
Information Exchange ◽  
Correctional Education ◽  
Special Education Directors ◽  
Public School Systems ◽  
Two Systems ◽  
Education Administrators ◽  
Education Directors

The correctional education literature indicates that transitional support services for handicapped, adjudicated youth are much needed but often neglected. Public school special education directors and correctional education administrators in five states were polled to investigate linkages between the Two systems. Although special education services were not generally coordinated by a liaison hired specifically to coordinate services between the two systems, the majority of respondents felt that there was a need for this position. Difficulties with information exchange and transference of records, including IEPs, were identified.

Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities

2019 ◽  
Vol 85 (4) ◽  
pp. 413-431 ◽  
Author(s):  
Deborah K. Reed ◽  
Ariel M. Aloe ◽  
Adam J. Reeger ◽  
Jessica Sidler Folsom
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Summer School ◽  
Reading Program ◽  
Reading Programs ◽  
Control Group ◽  
Extended School Year ◽  
Summer Reading ◽  
School Year ◽  
Grade 3

Summer reading programs are a form of extended school year services for students in special education. However, previous studies have not reported including high percentages of participants in special education, nor have studies sufficiently controlled for selection bias. This study combined propensity score weighting with partially clustered models to examine the effects of a summer reading program on the growth in reading skills of K–4 students, roughly 50% to 75% of whom were in special education. Results suggest that students in most grades improved on some but not all skills. However, fewer improvements were apparent when participating students were compared with peers via propensity score analyses. In addition, Grade 3 students in the control group outperformed their peers who attended summer school.

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