What to Do When Approved ESY Services Are Missed

Reconstruct the service accurately

Compare Grace's final IEP and ESY schedule with attendance, provider records, transport logs, family communications, and actual service time. Distinguish school cancellation, provider absence, transportation failure, inaccessible setting, health absence, family cancellation, student decline, late start, and partial delivery. Preserve each source and correction rather than assigning one broad “missed” label.

Protect current access first

Ask who will restore Grace's next scheduled service, communication access, transport, qualified staff, and health supports. Give every immediate action an owner and time. The short ESY window makes delayed repair consequential. A later dispute process should not replace safe, accessible implementation of the current plan while responsible roles determine next steps.

Request review of impact and response

Bring the locked missed-service log, Grace's direct experience, progress evidence, and affected goals to the IEP team. Ask whether the IEP needs revision and which response the public agency proposes. 34 CFR 300.324 requires periodic review and appropriate revision for lack of expected progress, evaluation results, parent information, anticipated needs, or other matters.

Seek a source-based written answer

If the agency proposes or refuses a relevant FAPE change, review the prior written notice rule. Ask the responsible authority about current complaint, mediation, hearing, or other routes when disagreement remains. Avoid promising an automatic number of make-up minutes or a legal remedy from this page. Record the actual decision, implementation date, and retest.

Prepare Grace's missed-service review

For missed extended school year services, bring Grace's final IEP, planned schedule, attendance, provider and transport evidence, family notices, direct experience, and educational impact. Ask the school to classify each missed or partial service, restore current access, describe its proposed response, and set implementation and retest dates. Preserve disagreements and use the qualified dispute route when needed.

Build Grace's source-attributed ESY record

Create a restricted missed ESY service log for Grace's IEP requirement, schedule, offer, delivery, cancellation, decline, cause, notice, transport, AAC, impact, interim support, remedy, owner, and retest. Give every field a source, event or observation date, author, status, owner, next action, due date, correction, and closure evidence. Keep Grace's direct statement, family report, school record, private-provider observation, transport record, and interpretation separately attributed.

Within the missed ESY service log, separate individualized ESY need, IEP content, school implementation, private clinical recommendation, health-plan authorization, provider capacity, family or student choice, records disclosure, transportation, and delivered service. A shared schedule or goal never combines those authorities.

Protect Grace's access and ordinary needs

Give Grace accessible information, AAC or another communication mode, privacy, enough time, useful choices, breaks, and a way to decline or correct a nonemergency discussion. The ASHA AAC portal says AAC users should always have access to communication tools or devices. Record the student's message separately from adult prediction or interpretation.

Preserve Grace's food, water, bathroom access, mobility, prescribed care, rest, relationships, preferred activities, and emergency help. The BACB Ethics Code guides covered behavior analysts on communication, consent and assent when applicable, competence, assessment, documentation, risk, and referral. It does not assign IEP, school, payer, transportation, or legal authority.

Ask eight ESY evidence questions for Grace

Use these questions in the missed ESY service log:

• Which student need and FAPE question is the IEP team deciding?
• What does Grace want, value, question, or decline?
• Which current state criterion and record supports the decision?
• What service, schedule, setting, staff, transport, and technology are required?
• Which opportunity, support, prompt, source, and period produced the evidence?
• Which school, clinical, payer, family, or transport owner controls each action?
• What current access or interim support is needed while a decision remains open?
• What evidence and student feedback will close or revise the action?

Classify Grace's fields as complete, failed, pending, declined, disputed, or inapplicable with a reason. Pending work stays visible and blocks only the dependent action.

A fictional ESY example for Grace

Grace is fictional and involved in four missed sessions during a five-week ESY program. Reviewers freeze 29 missed-service and response fields and complete 22 of 29 by the checkpoint. Missing student, school, provider, transport, AAC, health, privacy, or implementation evidence remains in Grace's denominator with an owner, age, and next action.

The missed ESY service log reports evidence completion separately from IDEA compliance, FAPE, clinical quality, coverage, student choice, service delivery, educational benefit, and satisfaction. Reviewers preserve the original cohort and all failed or pending states. They do not infer that ESY or one support caused change when instruction, health, access, schedule, experience, and time changed together.

Use compatible ESY denominators for Grace

For Grace's missed ESY service log, report completed decisions divided by decisions due; required IEP elements documented divided by elements reviewed; service minutes delivered divided by approved service minutes due; accessible communication checks passed divided by checks due; transport arrivals completed by target divided by scheduled rides; and validated corrections divided by corrections due.

Segment Grace's results by school, program, service, setting, provider, communication access, transportation, decision state, missed-service reason, and source version when useful. Publish raw counts with percentages and age open items. Keep different definitions, service units, and maturity windows in separate measures.

Create Grace's dated ESY path

List Grace's request, evidence cutoff, IEP review, decision, notice, IEP update, staffing, transport, AAC readiness, health handoff, first service, missed service, progress review, correction, last service, fall handoff, and retest in chronological order. Distinguish proposed, scheduled, event, entry, receipt, decision, and effective dates.

The joint FERPA-HIPAA guidance classifies records by holder and capacity. Use the current school, state, provider, payer, and student-specific source for each decision. Share purpose-needed information through the applicable route and preserve authorship, receipt, corrections, and privacy.

Explain ESY source scope for Grace

For Grace, 34 CFR 300.106 provides the federal ESY rule: services must be available as necessary for FAPE, the IEP team decides individually, and the public agency cannot use the prohibited categorical or unilateral limits. The general FAPE rule supports this educational duty; it neither authorizes private care nor decides Grace's individualized ESY plan. Current state criteria, procedures, calendars, and dispute routes can add important detail and require direct verification.

The CASP organizational overview supplies broad operations and risk framing for page 7 in this cluster. Give Grace and the authorized adult an accessible summary of decisions, evidence, owners, dates, limits, and review triggers. Keep the page draft and noindex pending named review.