Summary of Performance (SOP) Content from November 18, 2013 presentation by Dr. Valerie L. Mazzotti National Post-School Outcomes Center University of Oregon Dr. Sharon Richter Appalachian State University October 2014

Transitioning into Post-School Life –Education/Training –Employment –Independent Living

Definition of Transition: The term `transition services' means a coordinated set of activities for a child with a disability that-- (A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (B) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests

IDEA (2004) Transition Mandate IEPs must include transition services for the child by age 16 Rescinded the requirements for LEAs to conduct comprehensive evaluations Triennially Prior to exit from public school services Requirement for Summary of Performance

IDEA (2004) Mandate for SOP 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 IDEA 2004 requires that, “for a child whose eligibility terminates due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for FAPE under State law the public agency must provide 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 [ (e)(3)]. ”

The SOP: In Simple Language “for a child whose eligibility terminates due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for FAPE under State law,” A child with a disability who graduates or ages out “the public agency must provide 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.” Summary of Academic Achievement Summary of Functional Performance Recommendations to facilitate accomplishment of post-school goals IDEA (2004) [ (e)(3)]

What does this really mean? A Summary of Performance is: A data-gathering document that encompasses a student’s entire high school experience and highlights student preferences, interests, strengths, and needs. A document that connects a student’s postsecondary goals with disability documentation and accommodations or modifications, and assistive technology that may be necessary in adult settings.

The SOP: A Summary of Existing Information  Does not require new testing  Data exist in the student’s file and from the student, family, and current teachers  Based on the student’s postsecondary goals  Narrative of preferences, interests, strengths, and needs described in understandable terms  Not jargon  Not a list of test scores  Not simply “See attached report”

Jasmine’s Story Vision Statement For Jasmine “ I would like to graduate from high school, go to the local community college, get a job I like and live on my own”

Transition Planning for Jasmine A cooperative partnership involving:  Jasmine and her family  School and post-school personnel  Local community representatives  Employers  Friends and neighbors

Transition Planning for Jasmine Planning that will allow Jasmine to:  Choose a living arrangement  Obtain a career  Develop independent and community living skills  Access postsecondary education ultimately moving from school to the adult world

Transition Planning for Jasmine  Involves thinking past high school into Jasmine’s future  Should be individualized for Jasmine  Outlines Jasmine’s total school experience  Should be Jasmine-driven, not professional driven  Is about Jasmine’s dreams  Is based on Jasmine’s abilities and strengths

Summary of Performance  Serves as the link between high school and post-secondary experiences  Is the responsibility of a school district in terms of transition planning  Serves as the primary resource that post-secondary agencies use to determine eligibility for services and accommodations  Can be used with employers and adult service providers

Developing Jasmine’s Summary of Performance A Tool to Facilitate Jasmine’s Movement from High School into Post-School Life

Practical Tips for Developing Jasmine’s SOP  Assist Jasmine in developing her SOP during the last year of high school  No IEP meeting required  Collaboration is best practice  Exit IEP meeting still required  Include information that is essential for participation in post-secondary settings  Incorporate achievements and up-to-date academic, personal, career, and employment levels of performance

Practical Tips for Developing Jasmine’s SOP  Use results of current assessments  Include direct, first-hand input from a variety of stakeholders  Use layman’s terms rather than SPED jargon  Ensure that content includes information requested by Jasmine, adult service providers, and post-secondary education staff  Know college disability testing requirements

SOP Benefits for Jasmine in Post-School Life  Help Jasmine self-identify and self-advocate in post-school employment and education settings  Increase service coordination and access to services  Increase resources to in initial adult experiences  Improve access to technology in post-school settings  Help students gain information about PLAAFP and reasonable accommodations  Assist adult service providers/employers in providing appropriate services

Remember… Transition Planning is:  Jasmine’s vision of what she wants for her future  Our responsibility is to support her by synthesizing what we know about Jasmine to facilitate meaningful supports after high school!

NHCS Process & Tool Change Process Change Future Ready (FR) & Future Ready Occupational Course of Study (FR- OCS) students are to complete their own SOP with instruction, guidance & accommodations made by teacher FR-OCS students will include the SOP as part of the Career Portfolio FR students should complete as a part of their special education instruction from their teacher NC Extended Content Standard students should be a part of the SOP development with assistance & appropriate individual accommodations. SOP to be completed in their last semester of the year of anticipated graduation or exit Tool Change No longer using NHCS version of SOP Immediate use of NC DPI recommended tool

Summary of Performance Student Date LEA School Reason for termination of eligibility (check one): Graduated with a diploma Reached age limit Provide a written summary of the following: A:Student’s academic achievement: B:Student’s functional performance: C:Recommendations on how to assist the student in meeting his/her desired postsecondary outcomes: Completed by: Position: Date completed: NHCS OLD SOP Tool Format

NC DPI Recommended SOP Tool

Demographic Background Information Date of Birth: Graduation Date: Address: Alternative Phone: address: Course of Study: Transition Assessment Information (include information from informal and formal transition assessments here) Formal Assessments (include information from academic/psychological/adaptive behavior/vocational assessments): Informal Assessments (include information from dream sheets, parent/teacher/student interviews, ecological observations, task analysis, etc.): 

Post-School Goals (include appropriate measurable post-school goals in the areas of employment, education, and independent living [if applicable] from student’s most recent transition plan) Employment Goal:  Education Goal:  Independent Living Goal (if applicable):  Summary of Educational Performance (include student’s present level of academic achievement and functional performance [PLAAFP], accommodations, and modifications required to be successful in school) Summary of Academic Performance:  Summary of Functional Performance:  Accommodations: (attach “Review of Accommodations Used During Testing” form; include accommodations if form is not attached)  Modifications:  Assistive Technology (AT) (include assistive technology devices essential to the student’s success in postsecondary settings; circle whether the device(s) is for academic and/or functional performance; include N/A if AT is not required) AT Device:  Academic Functional   Recommendations (include recommendations to assist the student in meeting postsecondary goals, including suggestions for accommodations, assistive technology devices, assistive services, compensatory strategies, and support services to enhance success in post- school setting) 

Student Input (provide student comments and information regarding development of the SOP)  Completed SOP Checklist Attached (p. 3) Yes No Note: SOP document developed by Valerie L. Mazzotti and Sharon Richter for the North Carolina Department of Public Instruction. ****A Reminder about how the SOP helps with the Post-School Outcomes Survey: This SOP will help us contact you after you graduate from high school. We want to learn from former students how we can make high school transition services better in North Carolina. One year after you leave high school, we will contact you to take a survey about what you are doing after high school. It’s quick, easy and important!

Summary of Performance Checklist Page 3 of SOP QuestionsCompleteIncomplete 1.Document includes all relevant demographic background information about student?  Name, date of birth, contact information, time to graduation YN 1.Are there formal and informal transition assessment reports that clearly document the student’s disability and functional limitation attached? YN 1.Is there an appropriate measurable postsecondary goal(s) in the area of employment from the student’s most recent transition plan? YN 1.Is there an appropriate measurable postsecondary goal(s) in the area of education from the student’s most recent transition plan? YN 1.If appropriate, is there an appropriate measurable postsecondary goal(s) in the area of independent living from the student’s most recent transition plan? YN 1.Is there a summary of academic achievement?  Including present level of performance, accommodations, and modifications YN 1.Is there a summary of functional performance?  Including present level of performance, accommodations, and modifications YN 1.Are assistive technology devices essential to the student’s success in postsecondary settings included?  Identify whether the device(s) is for academic, cognitive, and/or functional performance YN 1.Are there recommendations to assist the student in meeting postsecondary goals?  Include suggestions for accommodations, assistive technology devices, assistive services, compensatory strategies, and support services to enhance success in postsecondary setting YN 1.Has the student provided input and information regarding development of the summary of performance? YN Does the SOP meet the requirements of IDEA (2004)? Yes (each item is circled Y) or No (one or more Ns circled) YN Was the student reminded that the SOP will help with the PSO Survey?YN