Summary of Performance: A New Tool for NC Teachers

November 18, 2013

Dr. Valerie L. MazzottiNational Post-School Outcomes CenterUniversity of Oregon

Dr. Sharon RichterAppalachian State University

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Background of the Summary of Performance (SOP)

Benefits of a well-developed SOP

New NC SOP

Teacher Checklist for Developing an SOP

Session Agenda

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Transitioning into Post-School Life

Education/Training

Employment

Independent Living

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

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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Rescinded the requirements for LEAs to conduct comprehensive evaluations Triennially Prior to exit from public school services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

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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 [300.305(e)(3)]. ”

“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) [300.305(e)(3)]

The SOP: In Simple Language

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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.

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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”

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Jasmine’s Story10

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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”

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Transition Planning for Jasmine

A cooperative partnership involving:

Jasmine and her family

School and post-school personnel

Local community representatives

Employers

Friends and neighbors

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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

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Transition Planning for Jasmine

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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

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Transition Planning for Jasmine

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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

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Developing Jasmine’s Summary of Performance

A Tool to Facilitate Jasmine’s Movement

from

High School into Post-School Life

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NC SOP(draft p. 1)

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NC SOP(draft p. 1)

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NC SOP(draft p. 2)

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NC SOP(draft p. 2)

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NC SOPTeacher Checklist

(draft)

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NC SOPTeacher Checklist

(draft)

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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

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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

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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

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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!

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QUESTIONS?

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