1. Summary of Performance (or SOP for TOP) Setting the Stage for Helping Your Student Connect with the Real World. 1

2. Welcome & Purpose This special education provider support clinic is designed to provide staff with the needed tools to plan for the transition student’s exit from school into the adult world. This clinic will include: –A review of transition IEP requirements –The summary of performance requirement with sample –Information on understanding the role of community agencies –A discussion about preparing supporting documentation for outside agencies –As well as an open discussion on transition issues. 2

3. Quick Transition Vocabulary Quiz What’s Larry talking about… TOP SOP SPP 13 PSV THE IEP, WHICH INCLUDES THE PLAAFP, COS, LRE, G/O, P/S, AND THE TP IDEA OSEP SPP 14 CIMS-2 PSG MRS DMH CMH 3

4. Quick Transition Review Transition Areas Overview Wayne RESA’s Transition IEP checklist See SPP 13 checklist See Stu’s Sample IEP V.2 RESA’s SOP Template http://www.resa.net/specialeducation/transitionplanning/ 4

5. What’s Expected! IDEA requires an overall focus from “access to general curriculum” to “student achievement in academic and functional areas IDEA has transition language to bring clarity to mandated documentation and accountability for providing appropriate transition activities and services that will achieve better results for students 5

6. What Needs To Be Done! Transition is the focus of the IEP Transition assessment Course of study aligned to post-secondary vision (goals) Requirement for stated student post-secondary vision (goals) IEP aligned with post-secondary goal (vision) PLAAFP Summary of Performance CIMS- SPP 1, 2, 13 and 14 6

7. What IDEA Says: The Summary of Performance (SOP) is required under the reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The language as stated in IDEA 2004 regarding the SOP is as follows: 7

8. What IDEA Says: “For a child whose eligibility under special education terminates due to graduation with a regular diploma, or due to exceeding the age of eligibility, the local education agency shall 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”. 8

9. Focus on SOP Documentation: What the law says: …shall 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”. 9

10. Who Gets A SOP? Must: Students who are graduating with a general education diploma to assist them in meeting their post-secondary goals Must: Students who are leaving school because they exceed the age of eligibility for a free appropriate public education (end of school year in which they turn 26) to assist them in meeting their post- secondary goals. Recommended that school districts provide a Summary of Performance for students who leave school before age 26 and have not met the requirements of the Michigan Merit Curriculum. 10

11. Level of Student Engagement in the SOP Process During School Hours After School Hours “Your” relationship w/Students The ABCs of the Student Involvement in Extracurricular Activities Work Experiences Self determination 11

12. SOP: WHERE’S THE DATA COMING FROM? Recommend that the SOP be linked to the Individualized Education Program (IEP) and the Education Development Plan (EDP). REEDs, METs, School data, teacher reports, social work reports, other ancillary reports, others? Include dates of reports, academic assessments (state or district), transition assessments, vocational assessments and staff updates. Academic achievement: Cognitive ability/approximate IQ, Information on reading, math, and language grade levels, standardized scores, or strengths. Functional performance: Information on learning styles, attitudes, social skills, independent living skills, self- determination, career/vocational skills, decision making, independent living, motor, social behavioral, communication, community living. 12

13. Remember: EDP components 1.Personal Information 2.Career Goal(s) 3.Educational/Training Goal(s) 4.Assessment Results 5.Plan(s) of Action 6.Parent Consultation/Endorsement 13

14. SOP: WHERE’S THE DATA COMING FROM? How the student’s disability has affected the student’s academic achievement and functional performance and progress in the general education curriculum The results of any college entrance examinations (e.g. SAT, ACT) Whether the student is graduating with a general education diploma Student portfolios 14

15. SOP: WHERE’S THE DATA COMING FROM? A description of any other exit document the student earned in high school (e.g, locally-issued certificate) Transition assessments Honors or special awards the student achieved in high school Vocational or extracurricular accomplishments of the student Student perspective (see suggested form) or similar Work experiences during high school; skill development and documentation 15

16. SOP: WHERE’S THE DATA COMING FROM? Recommendations: Team suggestions for accommodations, assistive services, compensatory strategies for post-secondary education, employment, independent living, and community participation. Think: For example: What do college faculty and staff need to know to best support students with disabilities in post- secondary education setting. Or: What does a agency need to know to support a student find a job or be successful in the workplace? 16

17. SOP: Recommendations Write recommendations for assisting, supporting, and/or accommodating the student in meeting the student’s post-secondary goals after the student exits from secondary education. These recommendations may include accommodating the student’s disability in the workplace, post-secondary education setting, community participation, independent living etc. 17

18. SOP: Recommendations Statements that reflect supports and assistance the student may need to achieve their post- secondary goals Problem: Remember these are recommendations, not mandates 18

19. SOP: Accommodations Provided Statements or lists of accommodations provided for the student Academic and functional supports within all educational environments Problem: not binding for post-school support agency or provider But Remember: This information does provide indication of likely need 19

20. Data Challenges Old MET Transfer Students MRS/Other agencies would like new evaluation REED may recommend no additional data Lack of educational funds and staff Other? 20

21. SOP: Defending Your Data…The BIG 3 Will “IT” describe your student in “current” terms? Will “IT” support accommodations and services needed for student success? Does “IT” come from a multiple data sources ? 21

22. Focus on SOP timing: The SOP must be completed during the final year of a student’s high school education The timing of completion of the SOP may vary depending on the student’s post-secondary goals If a student is transitioning to higher education, the SOP, with additional documentation, may be necessary as the student applies to a college or university 22

23. Focus on SOP timing: In some instances, it may be most appropriate to wait until the spring of a student’s final year to assure the student can provide an agency or employer the most updated information on their performance 23

24. SOP Best Practice Present SOP within the context of an “EXIT INTERVIEW”. Structure conversation around student self-advocating for needed supports. Set expectation for follow-up survey. (Required in SPP#14) Follow-up survey response rates seem to increase with exit interview. 24

25. WHO’S YOUR AUDIENCE FOR THE SOP???? MRS (Michigan Rehab Services) Bureau of Services for Blind People Post-secondary education Community Agencies (Community Mental Health, others) Employers Others? 25

26. Focus on SOP: So What?? Student benefits include: –Starting point for self advocacy –Clear statement of educational benefit –Alternative to grades or transcripts when not appropriate –Self-satisfaction –Not a check box 26

27. Focus on SOP: Unknowns Entitlement vs. Eligibility Actual impact on student success/data Student/family awareness of SOP and its intended uses/benefits Impact on use with prospective employers 27

28. What An Agency May Need to Know? Strengths/capabilities Functional Limitations Vocational Experiences (work study) Interests Work ethic Ability to work cooperatively with others Related factors/Family supports/Transportation Motivation/Initiative Others? 28

29. Challenges? Current relevant information Unusual career goals Lack of student work experience Impact of staffing and funds Attending IEPs Work Study Opportunities Student/Family follow up to complete the intake process post referral 29

30. Focus on SOP: State Performance Plan Impact –Indicator 14: Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of post- secondary school, or both, within one year of leaving high school –Indicator 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals 30

31. Guidelines for Summary of Performance Content Information is based on assessment findings and team input Assessment data and accommodations are written in functional terms understood by student Any supporting documents are appropriately referenced and included Signatures by student and team members are encouraged as verification contents have been explained 31

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33. Intro Hat Investigation Hat Dunce Hat Police Hat Overwhelmed Hat Creative Hat Changing Hats…Special Ed. Provider 33

34. Changing Hats…The Outsider 34

35. Examples: John Wayne Your Post-secondary Goals: As stated on your previous IEP, you would like to pursue education/training for another job. You are interested in welding and plan to live at home for awhile. 35

36. Examples: John Wayne Part I: Summary of your Academic Achievement and Functional Performance: You have successfully met high school requirements. Your academic achievement levels are as follows. Word recognition is at an 8th grade instructional level; reading comprehension is at a 6th grade instructional level; math computation is at an 8th grade level using a calculator. Writing skills are poor and handwriting is often illegible. You have good common sense in everyday life skills. You may have difficulty obtaining and keeping a job based upon poor attendance for school/work study. Learning through auditory, hands-on instruction works best for you. 36

37. Examples: John Wayne Part II: Recommendations to Assist You: We would recommend to you to seek jobs that will fit your interest, ability and lifestyle. You may need assistance with job seeking through family members. You may also benefit from getting assistance through Michigan Rehabilitation Services. You will need to establish contact if you so decide to seek assistance. The number is ##########.. You may want to keep a copy of your most recent IEP and SOP and obtain additional information in your special education file. At some point in your life/career you may find it helpful to further your reading, writing and math skills 37

38. What About John’s SOP? 38

39. What About John’s SOP? Functional performance Affect Social Self-advocacy Academic Student engagement PSV (PSG) Accommodations/modification Recommendations What else can you add about John? 39

40. Available School Data Sources See Handout “Data Sources That May Support the SOP” 40

41. Who Can Help Your Students? MRS “Youth Transition/Student Services” Handout 41

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44. Some Websites to support Student PSG 44

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48. Let’s Talk… What’s On Your Mind??? 48