Extended School Year

Mid-Valley Special Education Cooperative

Extended School Year

Summer, 2017


Dates and Hours:           July 10-August 3, 2017
                                      Mondays through Thursdays (no Friday's)
 Three Locations:           MJC (Mades-Johnstone Center), 1304 Ronzheimer Avenue, St. Charles (map)
                                      Shelby Transition Center, 210 S. 5th Street, Suite 100, St. Charles  (map)
                                      Munhall Elementary School, 1400 13th Avenue, St. Charles (map)
Theme:                          "Community" People & Places
Staff Deadlines:             District Student Referral Information is due to district offices by March 24th.
                                      MV Student Referral Information is due to respective coordinators by
                                      March 18th. All referral information should be sent to Mid-Valley by
                                      March 24th.
Parent Deadlines:          Parent registration packets are the responsibility of the case manager or
                                      teacher and should be forwarded to the District or MV coordinator by
                                      April 28th (Both District and MV Parents).
Procedures/Forms:        Detailed for ESY procedures and forms are included on the web-site tab.
Hiring:                           MV will be hiring supervisors, teachers, teaching assistants, related service
                                      personnel, and secretaries. We will begin taking applications in in late March. 
                                      Hiring will begin in mid-May. Interested applicants should apply through the
                                      form on this web-site and not Applitrack or Kane County. Even if you have
                                      worked for ESY in previous years, you must complete an application each year
                                      in order to be considered for employment. You also must have completed the 
                                      necessary certification requirements, including parapro requirements.

About ESY

Extended School Year Services are provided during the summer for students for whom the benefits accrued during the school year would be significantly jeopardized in the absence of a summer program.  ESY is recommended by an IEP team and included in the student’s Individual Education Plan (IEP), usually at the time of the Annual Review.


Factors considered in recommending ESY:

  • Nature of the disability; the degree of impairment
  • Areas of learning crucial to the goals of self-sufficiency and independence
  • Extent of regression caused by an interruption of education
  • The rate of recoupment of those skills
  • The student’s skill level and rate of progress


ESY Services:

  • Students are grouped by age and type/intensity of need.
  • Goals are developed to help each student maintain acquired skills.
  • Services do not replicate those provided in the school year, but are generally limited in scope, duration, intensity, and frequency so as to be sufficient to minimize regression.
  • The ESY Programs offer services to children with various categories of disabilities.
  • The student’s individual IEP has goals to address during ESY to help students maintain acquired skills and knowledge.
  • Related services such as speech/language therapy, occupational therapy, and physical therapy are provided as determined by the IEP team and are often less than the typical school year due to the shortened hours of the program.
  • Transportation is provided round trip to the ESY program and home.


ESY Teachers and Staff:

  • Collaborate to develop a theme for each summer and related academic units with fun, school-wide activities and celebrations.
  • Develop and implement lessons based on students’ ESY goals and objectives.
  • Focus on maintaining literacy, math, and life skills.
  • Communicate at least weekly with parents.
  • Collect work samples and student updates to share with the students’ teachers & case managers at the conclusion of ESY.
  • Invite families to participate.
  • Send updated IEP goals to the parents and return all specialized materials and equipment back to the attending school.


Programming Options

Early Childhood (All Disabilities) Location:  Munhall

Theme based curriculum emphasizing language, social, motor, and academic readiness skills with integrated related services.  For students with all types of disabilities ages 3-5. 

Approximate Student/Staff Ratio:  3 students to 1 adult.


Early Childhood (Hearing Impaired) Location:  Munhall

Theme based curriculum emphasizing language, social, motor, and academic readiness skills with integrated related services.  For students with moderate to significant hearing impairments, ages 3-5. 

Approximate Student/Staff Ratio:  2 students to 1 adult.


Academic Skill Maintenance (Cross-categorical; High incidence disabilities) Location:  Munhall

The primary emphasis is the maintenance of literacy and math skills.  Students are grouped by literacy level and placed into classes.  For students with significant learning disabilities, Asperger’s, and mild cognitive delays working well below grade level expectations.  (K-8th grades, older, if necessary)

Approximate student/staff ratio:  3-4:1, more support with younger students. 


Behavior Alternatives (primarily BD & ED) Location:  Munhall

The primary focus is maintaining academic and behavioral skills in a supportive setting.  Staff are trained in crisis management.  For students with emotional and behavior disabilities.  (K-8th grades, older, if necessary)

Approximate student/staff ratio:  2-3:1, depending on the intensity of student need. 


New Pathways (Autism) K-10:  Location Munhall

The instructional methodology may include discrete trial training, sensory integration strategies, and visual systems to address academic, social skills, and communication skill maintenance. For students with autism who are significantly below grade level.

Approximate student/staff ratio:  2-3: 1, depending on the intensity of student need. 


Functional Academics/Life Skills (Cognitive Delays) Location:  MJC K-12

This program is focused on functional academics, pragmatic language, vocational skills, money, time, addition, subtraction, basic sight words, cooking, following directions, using the computer, basic writing/matching/ short sentences.  For students with moderate to significant cognitive or related disabilities. 

Approximate student/staff ratio:  2-3:1, depending on intensity of student need


Multi-Needs/Functional Academics (Multiple Disabilities) MJC K-12, & ages18-22

The program uses a multi-sensory approach with integrated therapies and is focused on functional academics, pragmatic language, vocational skills, with the addition of self-care, and independent living skills instruction.  Students are working on eye gaze, pointing from a field of two, using basic switches, basic engagement and participation.  Students may require nursing, intensive 1:1 instruction, assistance with personal care.    Many students have 1:1 assistants or health care assistants. 

Approximate student/staff ratio:  1-2:1, depending on the number of individual assistants


Transition Services:  Location Shelby Transition Center

The primary focus is on independent living skills, cooking skills, vocational skills, and consumer academics.  For students aged 18-21 with autism, cognitive or related disabilities.  There are two levels of programming higher functioning to lower functioning.  SAIL students acquire and practice a variety of independent daily living skills, personal-social skills, occupational preparation, math, reading and consumer academics. Some students  focus on housekeeping, shopping, personal finance, scheduling and planning, cooking, clothing care and leisure skills. 

Approximate student/staff ratio:  4-5:1