How to Plan the Handoff Into and Out of ESY

Create a pre-ESY readiness gate

List Ben's final IEP, ESY services, goals, accommodations, AAC, assistive technology, health and safety information, transportation, emergency contacts, current data definitions, recent progress, preferred supports, and open actions. Identify the responsible ESY staff member for each item and confirm access before the first service day.

Orient staff to their responsibilities

34 CFR 300.323(d) requires the IEP to be accessible to each teacher or provider responsible for implementation and requires each to be informed of specific responsibilities and required accommodations, modifications, and supports. For Ben, record which ESY staff received which information, when, and how readiness was checked without broadly copying sensitive records.

Keep data definitions stable or document change

If ESY staff measure Ben's goal, preserve the response, opportunity, support, prompt, exclusion, setting, observer, and timing definitions. Document any necessary change before comparing results. A summer percentage collected under a different denominator should remain separate. Capture Ben's direct experience and environmental failures alongside goal data.

Close the loop into fall

Before ESY ends, reconcile scheduled and delivered services, progress evidence, AAC and property, incidents, family communication, corrections, and unfinished tasks. Give the next team an authorized, source-attributed summary. Schedule an early fall check of implementation and student experience. Keep the school-year team from treating a brief summer sample as a complete new baseline.

Prepare Ben's two-way handoff

For an ESY transition handoff plan, hold one readiness review before Ben's summer start and one reconciliation before fall. Use the same register for IEP duties, AAC, health, safety, transport, data definitions, student preferences, open actions, property, and contacts. Assign every item to the team that owns it and preserve new fall questions instead of treating them as resolved by summer notes.

Build Ben's source-attributed ESY record

Create a restricted ESY two-way handoff register for Ben's goal, student preference, staff, responsibility, AAC, health, safety, transport, data definition, record, open action, contact, readiness, reconciliation, and review. Give every field a source, event or observation date, author, status, owner, next action, due date, correction, and closure evidence. Keep Ben's direct statement, family report, school record, private-provider observation, transport record, and interpretation separately attributed.

Within the ESY two-way handoff register, 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 Ben's access and ordinary needs

Give Ben 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 Ben'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 Ben

Use these questions in the ESY two-way handoff register:

• Which student need and FAPE question is the IEP team deciding?
• What does Ben 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 Ben'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 Ben

Ben is fictional and involved in a handoff from one school-year team to ESY and a new fall team. Reviewers freeze 34 two-way handoff controls and complete 27 of 34 by the checkpoint. Missing student, school, provider, transport, AAC, health, privacy, or implementation evidence remains in Ben's denominator with an owner, age, and next action.

The ESY two-way handoff register 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 Ben

For Ben's ESY two-way handoff register, 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 Ben'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 Ben's dated ESY path

List Ben'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 Ben

For Ben, 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 Ben'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 9 in this cluster. Give Ben 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.