Some children with disabilities may not receive a free appropriate public education (FAPE) unless they receive needed services during time periods when other children, whether they have a disability or not, normally would not be served. As part of the individualized education program (IEP) process, a multidisciplinary team must determine if a child needs a program of special education and related services extending beyond the normal school year. For such a child, restricting services to a standard number of school days per year does not allow development of an education program that is truly individualized. A child may require extended school year (ESY) services in order to receive FAPE. Reasons why ESY services may be needed vary from child to child, but the end result is that some children may suffer severe losses of social, behavioral, communication, academic or self-sufficiency skills during interruptions in instruction. All children with disabilities who have a current IEP must be considered for ESY services at least annually. The Individuals with Disabilities Education Act (IDEA) 2004 reinforces the requirement that a school district may not limit ESY services to particular categories of disability, or unilaterally limit the type, amount or duration of those services. This report provides guidelines for ESY services on the following topics: (1) determining need for ESY; (2) determining services for ESY; (3) related services; (4) summer school; (5) procedural safeguards; (6) special circumstances; and (7) funding.