Summary of Performance Legal Requirements and Best Practice Guidance April 23, 2013

Required by IDEA 2004 “A public agency must provide the child with a summary of the child’s academic achievement and functional performance which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.” Federal Register Vol. 71 No (e)(3)

What is a Summary of Performance?  A bridge between high school and adult living  Clear documentation of the disability that goes with the student  Can help with obtaining support with postsecondary education  Can help with obtaining support with job training programs  Can help provide employers with necessary information to support the student

For which students? IDEA says:  Those who earn a regular high school diploma  Those who will age out of high school Michigan also recommends:  Those who earn a certificate of completion or attendance

When to do the SoP  Will the student need the information in the SoP to apply to postsecondary education or training? Yes – complete prior to student applying to schools and update as needed  Will the student need information included in the SoP on employment or independent living experiences gained during senior year? Yes – complete in late spring of senior year

Three Parts of the SoP 1. Summary of Academic Achievement 2. Summary of Functional Performance 3. Recommendations

Part 1: Summary of Academic Achievement  Includes grade level and description of skills  Includes reading, math, and written language skills summary  Consider student’s postsecondary goals when summarizing academic achievement

Part 1: Summary of Reading Achievement  Decoding  Comprehension  Literal  inferential  Fluency  Words per minute

Part 1: Summary of Math Achievement  Calculation  Add, subtract, multiply, divide  Requires use of a calculator?  Algebraic Problem Solving  Can the student understand the problem, devise a plan, carry out a plan, and evaluate for effectiveness?  Quantitative Reasoning  Can the student use math skills to reason, understand, interpret graphs, tables, etc.?

Part 1: Summary of Writing Achievement  Written expression  Can the student clearly communicate ideas in writing?  Other  Are there any specific accommodations required?  Is the student proficient at typing?

Part 2: Summary of Functional Performance  General ability and problem solving: reasoning ability & information processing time  Attention and executive functioning: sustained attention, memory functions, impulse control, activity level  Learning Skills: class participation, note taking, keyboarding organization, time management, study skills, test taking skills

Part 2: Summary of Functional Performance (continued)  Communication: verbal, non-verbal, sign language  Social Skills & Behavior: interactions with teachers and peers, level of initiation, extra curricular involvement, emotional and behavioral concerns  Independent Living: self-care, leisure, personal safety, transportation, banking, budgeting, etc.

Part 2: Summary of Functional Performance (continued)  Environmental Access/Mobility: assistive technology used, mobility, transportation  Self Determination/Self Advocacy: understanding of disability, how it affects learning, knows when and how to disclose disability, can articulate postsecondary goals, identifies strengths and needs, has ability to ask for help when necessary

Summary of Functional Performance (continued)  Career-Vocational / Transition / Employment: career interests, career exploration, job training, employment experiences and supports  Additional Considerations: medical concerns, family concerns, sleep disturbance, etc. (anything that may assist in making decisions about disability determination and accommodations)

Part 3: Recommendations What activities does the student have yet to accomplish to bridge the gap between high school and…  Post secondary education?  Employment?  Independent living? ***Include agency contact information

Disability Documentation  Contact the postsecondary institution to find out what information is needed  Based on discussions with the post secondary institution compile and attach documentation that demonstrates a disability currently exists  Michigan Colleges and Universities Contacts

Follow through with the student…  Give the student and parent a copy  Inform the student and parent how, when, and why it can and could be shared  Obtain a release of information if the high school (instead of the student) shares the summary of performance with another agency or postsecondary institution

Follow through with the student…  Discuss the summary of academic achievement and functional performance so the student understands it  Discuss recommendations and contact information – check for understanding  Explain the importance of any attachments