Some children with disabilities suffer losses of social, behavioral, communication, or academic skills during breaks in instruction and may need an extended school year (ESY) program in order to ensure that they receive the "appropriate public education" that is federally mandated. This guide addresses the legal basis for ESY programs, court decisions which apply to ESY, definitions, who must be considered for ESY, when ESY is not an appropriate decision, how ESY is structured, ESY in year-round schools, notice requirements that apply to ESY, and due process procedures. Factors to be considered in making ESY decisions are discussed, including regression-recoupment rates; motor, communication, or social skill levels; criterion-referenced and standardized test data; least restrictive environment considerations; behavioral needs; physical, mental, emotional, or health factors; past history; data-based observations of performance; teacher interviews and recommendations; parental input; critical learning stages; and parental skills and abilities. (JDD)