Preschool-aged students requiring focus on critical life skills as described in their IEPs participate in a preschool direct instruction class at an ESY preschool site. Critical life skills may include: communication, academic readiness, fine and gross motor, self-help, and/or social skills. All students also participate in a range of activities to support learning and self-care opportunities throughout the daily schedule. Instruction addresses a continuum of learning styles and skill levels.

Students in grades K-12 requiring focus on critical life skills as described in their IEPs participate in a direct instruction class at an elementary or secondary ESY site. Student participation is determined by their ESY goals and needs identified in the IEP. Activities focus on critical life skills which must be maintained to ensure that gains made during the 180-day school year will not be jeopardized. Needs addressed may include reading and writing, math, communication, social skills, and/or skills for independence, daily living, and employment. Instruction addresses a continuum of learning styles and skill levels.   

Due to the young student’s developmental stage, preschool resource services may be appropriate for preschool-aged children who require direct instruction but less frequent or intensive services than direct, class-based services. Preschool IEP teams identify services based on the options below:

• Family-guided home programs are monitored via phone or email (considered “monitor/consult”) and are more appropriate for skill practice.
• Face-to-face contact between teacher and student and is more appropriate for reteaching and reinforcing skill acquisition.

Consult services address the needs of students who require practice to maintain critical life skills but do not require direct instruction from a teacher. The student’s school-year teacher provides practice activities and, if needed, practice materials for the parent or guardian to use with the student during the summer. A special education teacher contacts the parent or guardian as frequently as designated in the IEP to monitor progress and ensure that all needed materials are available. The teacher is available via phone or email to address any questions that may arise as the parent, guardian, or caretaker implements the activities provided by the school-year teacher. No direct services to students are provided under this model. The teacher will collaborate with the parent or guardian regarding the student’s ESY progress report.