1. Summary of Performance: A New Tool for NC Teachers
November 18, 2013
Dr. Valerie L. Mazzotti
National Post-School Outcomes Center
University of Oregon
Dr. Sharon Richter
Appalachian State University

2. Session Agenda Background of the Summary of Performance (SOP)
Benefits of a well-developed SOP
New NC SOP
Teacher Checklist for Developing an SOP
Just to review the three areas of adult life including education/ training, employment, and independent living when appropriate.
For every student, we must complete a Summary of Performance in the same individualized fashion that we would a transition component or an IEP. In order to develop a SOP that facilitates transition to adult life, we must consider students’ goals in each of the three areas.

3. Transitioning into Post-School Life
Education/Training
Employment
Independent Living
Just to review the three areas of adult life including education/ training, employment, and independent living when appropriate.
For every student, we must complete a Summary of Performance in the same individualized fashion that we would a transition component or an IEP. In order to develop a SOP that facilitates transition to adult life, we must consider students’ goals in each of the three areas.

4. IDEA (2004) Transition Mandate
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

5. 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Rescinded the requirements for LEAs to conduct comprehensive evaluations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

6. IDEA (2004) Mandate for SOP
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)]. ”

7. 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,”
Summary of Academic Achievement
Summary of Functional Performance
This concerns the “who” – which students are in need of an SOP. In simple language, we should develop Sops for any 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. Lots of room for interpretation here….
The public agency must make recommendations to assist the student in accomplishing their post-school goals. Also, there is a lot of wiggle room here.
For today’s session we are going to focus on the second two points: the summary of academic and functional performance and the recommendations for meeting post-secondary goals. We’re going to make sure that we, in NC, are interpreting the federal law appropriately- to meet not only the fed’s mandate, but also to best serve our students.
“which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.”
Recommendations to facilitate accomplishment of post-school goals
IDEA (2004) [ (e)(3)]

8. 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.

9. 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”

10. Jasmine’s Story
Jasmine was began receiving services when she was in 4th grade. She is eligible for services in the area of Other Health Impaired. It is now she is now in 10th grade and is 16 years old.

11. 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”
In 4th grade, when Jasmine was first identified as a student with disabilities, Jasmine and her parents had the following vision statement for her future:

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

13. 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

14. 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

15. 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
First, SOPs serve as the link between high school and post-secondary experiences. This document is the last responsibility of a school district in terms of transition planning. In other words, this is a powerful document because students will rely on it as they transition from high school to adult life, including employment, post-secondary education and training and independent living.
Additionally, the Summary of Performance document is especially critical for students as they leave entitlement to special education services and SOPs are the primary resource by which post-secondary agencies determine eligibility for services and accommodations for students with disabilities. It is an organized summary of what the school district knows about a student with a disability. An additional consideration: This document can be particularly helpful for transitioning youth who have problems with organization and self-advocacy because the SOP a) is an organized document that presents students’ strengths and needs and b) can serve as a guide or a prompt for students seeking eligibility for services in adult life.
Several groups have developed standards for Summary of Performance. We are going to take a look at one group, who like NSTTAC, decided that standards were needed to ensure consistently high quality services from one state to the next. The SOP developed by this group is widely accepted throughout the United States among special educators, professional organizations, and higher education transition experts.
Quality of SOPs varies from state to state, and district to district
Students in post-secondary settings may benefit from well-developed SOPs, while others might be denied services because the SOP is insufficient to substantiate a disability

16. Developing Jasmine’s Summary of Performance
A Tool to Facilitate Jasmine’s Movement from High School into Post-School Life
While developing a compliant IEP to ensure Jasmine has access to a positive post-school life….she must be prepared to advocate for herself in post-school life….transition planning should do this, but a SOP can further ensure this…..

17. NC SOP (draft p. 1)

18. NC SOP (draft p. 1)

19. NC SOP (draft p. 2)

20. NC SOP (draft p. 2)

21. NC SOP Teacher Checklist (draft)

22. NC SOP Teacher Checklist (draft)

23. 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
This is the first of two slides listing general guidelines for developing the Exit Summary of Performance
Although you are making recommendations on how to assist the student in meeting his or her post-school goals – IDEA does not require LEAs to provide services to the young adult to meet these goals.
IDEA 2004 added language stating that a comprehensive evaluation “shall not be required before the termination of a child’s eligibility under this part due to graduation from secondary school with a regular diploma.” However, students may need documentation of their disability to access services in post-high school settings. IDEA 2004 includes the following:
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 (IDEA, 2004, Sec. 514c(5)).
Exit Summaries will differ based on student skills and needs.
Exit Summaries should be as comprehensive as possible in order to provide the student with a functional document that he or she can use when accessing post-school services.
The Exit Summary should be coordinated effort among the school staff that best know the student.
Refer participants to the Handouts: Exit Summary – Performance – Checklist Format and Exit Summary – Performance – DPI – Narrative Format in their training packages. Review the format that you plan to use in your school system.
Complete during the last year of high school – can be done in the fall or the spring based on the student’s postsecondary goals
No IEP meeting is required to develop the Exit Summary of Performance but collaboration is best practice
Exit IEP meeting still required
Include critical information that will lead to successful participation in postsecondary settings.
Incorporate achievements and up-to-date academic, personal, career, and employment levels of performance

24. 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
This is the second of two slides listing general guidelines that should be considered when developing an Exit Summary of Performance
Use results of current assessments - additional assessments are not required
Base information on direct, firsthand input from the student, family members and other stakeholders
Present information, accommodations and recommendations in functional terms rather than jargon
Ensure that content includes information requested by the student, adult service providers, postsecondary education staff (Leconte, 2006)
Involve students in the creating the SOP

25. 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
Helps student self-identify at the postsecondary level
Increases service coordination and access to adult services
Increases resources to support initial years of employment or college
Improves access to technology to prepare for employment and postsecondary education
Helps students gain an understanding of their present levels of performance and reasonable accommodations needed to be successful
Keeps adult service providers from starting from scratch (e.g. repeated assessments) Kochhar-Bryant and Izzo, 2006)
Increases service coordination and access to adult services: For example: Increased service coordination and access to VR can improve performance and persistence in post-high school settings. Students often have to prove their disability and coordinate their services. More than 80% of youth who attempt to obtain a PS education require some assistance to manage and coordinate their educational and related services (National Center for the Study of Postsecondary Educational Supports, 2000). Also there are often conflicting qualifying and participation criteria.
Increases resources to support initial years of employment or college: For example - Provide appropriate guidance counseling and coordination in high school to help students understand differences between high school and college. For example, support services in college are aimed at providing access to course content and reduction of barriers to learning rather than on promoting achievement. Also, individuals with disabilities are more likely to face financial barriers during first 2 years of employment (less likely to receive financial aid and scholarships) or college and twice as likely to live below the poverty line. Berry and Jones (2000) indicated that only 8.3% of postsecondary students participate in SSI.
Does not meet requirements for documenting a student’s disability for postsecondary education/training accommodations for the Americans with Disabilities Act

26. 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!

27. Questions?