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Summary of Academic Achievement and Functional Performance Sally Simich
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Summary of Academic
Achievement and Functional
Performance Sally Simich
IDEA 2004
Requires a SUMMARY OF PERFORMANCE:
“a local educational 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.” (§300.305(e)(3)).
ODE Guidance
ODE recommends that all special education students leave school with a Summary of Performance….• Regular Diploma• Students Aging Out• Modified Diploma • Extended Diploma• Certificate
Oregon SOP Requirements
The student’s Academic Achievement levels
The student’s Functional Performance
The final Post Secondary Goal
Recommendations on how to assist the student in reaching their Post Secondary Goal
Summary of Performance (SOP) Regulations
IDEA Regulations are almost completely devoid of specifications regarding the contents or development of the SOP such as:Who develops it?When should it be developed?What should be included?Is the IEP team involved?Is student or parent input required?Where should it be kept?
IDEA Evaluation ChangesIDEA 2004 does not require:
Mandatory 3-year re-evaluations
Discrepancy determination for LD label
Assessments before exit from high school
It does encourage use of evidence-based assessment and instruction to prevent/identify disabilities:
Response to Intervention (RTI)
Positive Behavior Supports (PBS)
Curriculum-Based Assessment (CBA)
Conduct Age-Appropriate Transition Assessments
Preferences Interests Needs Strengths
Write Measureable Post Secondary Goals
Education/Training Employment Independent Living (as needed)
Identify Transition Services
Specially Designed
Instruction
RelatedServices
Employment &
Living Skills
CommunityExperience
Write the Course of Study
Write the Annual IEP Goals
Coordinate Services with Adult Agencies
The Dilemma
IEP or 504 Plan is not sufficient to meet documentation requirements
Secondary personnel are no longer required to do transition assessment
Secondary schools are moving toward more functional data (Response to Intervention, Progress Monitoring, Functional Behavior Assessment, Curriculum-Based Assessment)
Employers need clear direction regarding functional limitations and needed accommodations
Postsecondary personally have typically used recent evaluations to determine eligibility
The Problem
If we don’t resolve this transition assessment dilemma, students with disabilities who cannot afford to pay for their own diagnostic evaluations may be denied access to postsecondary supports and accommodations. This may also impact reasonable accommodation in the workplace.
Caught in Transition
Individual with a disability needs to self-advocate.
Must provide documentation of a disability.
Employers and institutions of higher education have the right and the need to establish their own documentation expectations.
A Summary of Performance that does not provide data to document the disability, describe current limitations and needed accommodations will need to supplemented by additional information.
Utility of the Summaryof Performance
Might the new IDEA foster the development of a “summary of performance” that would provide the data helpful in documenting a disability under 504/ADA and determining appropriate accommodations?
The SOP applies to all graduating students with all disabilities going to any postsecondary environment
Implementing the Summary of Performance
The SOP is most useful when linked with the IEP and transition planning process and the student has the opportunity to actively participate in the development of this document.
The SOP should be developed by someone who knows the students and should be reviewed and approved by the IEP Team
The SOP must be completed during the final year of a student’s high school education.
It can be the basis for transition planning throughout high school so it is virtually completed by the senior year
Building a Bridge to VR and other Agencies
Why building that bridge is important.
What are the key elements for VR?
How is this information going to be used?
How is it helpful for the student and VR?
Definition of Transition Services
Plan and Service Requirements
Questions and Contact:Sally Simich: [email protected] Keith Ozols: [email protected]
