Summary of Performance(or SOP for TOP)

SETTING THE STAGE FOR HELPING YOUR STUDENTS CONNECT WITH THE REAL WORLD.

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Welcome & Purpose

• This special education provider workshop is designed to provide staff with some needed tools to plan for the transition student’s exit from school into the adult world.

• This workshop will include:

– A review of transition IEP requirements

– The summary of performance requirement with sample

– A discussion about preparing supporting documentation for community agencies

– As well as an open discussion on transition issues.

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Quick Transition Review

• Transition Areas Overview

• Wayne RESA’s Transition IEP checklist

• See SPP 13 checklist

• RESA’s SOP Template

• http://www.resa.net/specialeducation/transitionplanning/

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QUICK VOCABULARY QUIZ

What’s He Talking About?

TOP

PSV

FBA

BSBP

BIP

IDEA

OSEP

SPP 14

SPP13

TCLE

FAPE

EE

GSM

AOM

SPP 1

SPP 2

CIMS

PSG

MRS

DMH

CMH

OSE4

THE IEP, WHICH INCLUDES THE PLAAFP, COS, LRE, G/O, P/S, AND THE TP

Transition Compliance Pop Quiz

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Question 1

List at least two methods of verifying that the student was invited to the current transition IEP.

IEP Invitation, student interview, staff documentation, not student sign-in.

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Question 2

When identifying a student’s post-secondary vision (goals), the vision is based upon a current transition assessment.

What are 2 other factors that must be included when identifying the vision?

(PSV goals updated annually and are measurable)

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Question 3

The transition IEP must provide current information about the student in what 3 critical areas?

Training, education, employment, independent living if appropriate

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Question 4What is meant by transition services aligned with postsecondary vision?

300.43 TRANSITION SERVICES - Transition services means a coordinated set of activities for a child with a disability that--

(1) 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;

(2) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests; and includes-

(i) Instruction, (ii) Related services, (iii) Community experiences, (iv) The development of employment and other post-school adult living objectives and, (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

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Question 5

Describe when and how to consider inviting an outside agency to the IEPT meeting? If any agency is likely to provide/pay for transition services:

a) Prior consent to invite any agency(s) was obtained from parent (or student if he/she has reached age of majority).

b) A representative from identified agency(ies) was invited to the IEP Team meeting.

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Question 6

In considering the transition IEP and the development of annual IEP goals, what is a very important factor to keep in mind?

Is there an annual goal in the IEP that will help the student’s reach his/her postsecondary vision (goals)?

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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

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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

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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:

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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”.

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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”.

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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.

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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

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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.

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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

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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

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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

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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?

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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.

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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

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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

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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?

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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?

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Focus On SOP Timing

• The SOP must be completed during the final year of a student’s 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

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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

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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.

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Who Is 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?32

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

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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

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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?

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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

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Some Guidelines for Summary of Performance Content

• Information is based on assessment findings and team input

• Who is on the Team?• 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

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Summary of Performance* Report Date: ________

This model form is compliant with 34 CFR §300.305(e)

Student Name: Birthdate: Student ID#:

Resident District: Grade:

Student’s Primary Disability: Secondary Disability:

Anticipated Exit Date:

Summary of academic achievement and functional performance (reviewed and updated from most recent IEP):

Student’s post-secondary goals: (from IEP) Accommodations used to achieve success in high school: Modifications used to achieve success in high school: Assistive Technology used to achieve success in high school: Recommendations to meet post-secondary goals:

Employment: Post-Secondary Education: Independent Living Skills: Prepared by: Phone:

School:

Student Signature: Date:

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Example: Sonny

Sonny School Summary• Average IQ, current IEP 4/0/13, MET 4/8/10• Word recognition/comprehension 8th grade instructional level• Math skills- about grade level. Strong in computation • Writing skills- strength in spelling and content, needs include mechanics,

punctuation and handwriting often illegible• Common sense in everyday life skills• Visual/auditory learner. Hands-on instruction works best• Learning to self-advocate, asks for helps more often• Good attendance for school/work study. • Some difficulty working with peers• Drives and has car• Time management often an issue.• Currently working in oil change shop• Needs extra time on writing, has tests read• Needs study guides and notes• More????? 39

Example: Sonny

Postsecondary Goals

• Will pursue education/training for diesel mechanic

• Will attend Acme Technical Institute’s training program

• Will live at home for awhile

• Other????

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Example: Sonny

Recommendations:• Apply for financial aid• Seek assistance through Michigan Rehabilitation

Services. The number is ##########• Keep a copy of your most recent IEP and SOP and

obtain additional information in your special education file

• Investigate the Acme Technical support system• Request accommodations, etc.• Learn about independent living skills banking, car

insurance, etc.• Others????

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Sonny’s Perspective

As I enter college, work, training programs, and adult life:

– Plans……– Strengths……….– Disability is……….– Disability affects………….– Need help…………– Supports used………– What works……….– Needs for future…………

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What About Sonny’s SOP?

• Functional performance• Affect• Social• Self-advocacy• Academic• Student engagement • PSV (PSG)• Accommodations/modifications • Recommendations• The negatives??????• What else can you add about Sonny?

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What About Sonny’s SOP?

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Available School Data Sources

See Handout “Data Sources That May Support the SOP”

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MRS Youth Transition/Student Services-The Handout

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Some Websites to Support Student PSGs

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SOME SPP B-13 RESOURCES

SPP B-13 Training Resources

http://cims.cenmi.org/Compliance/PartBSPPComplianceIndicators/B13SecondaryTransition.aspx

Michigan Transition Outcomes Project

http://mi-top.cenmi.org/Resources/SPP13.aspx

Michigan Transition Services Association

http://www.michigantsa.com/

LearnPort

http://mi.learnport.org

Wayne RESA Transition Planning

http://www.resa.net/specialeducation/transitionplanning/

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• Enderle-Severson Transition Rating Scales : http://www.estr.net/ • Transition Planning Inventory- www.proedinc.com

• Informal Assessments In Transition Planning- www.proedinc.com

• Student Transition Assessment Tool (STAT)email Linda Ratliff: lratliff@east-china.k12.mi.us

• James Stanfield Transition Assessments- www.stanfield.com

• Casey Life Skills• http://www.caseylifeskills.org/index.htm

• National Secondary Transition Technical Assistance Center (NSTTAC)• http://www.nsttac.org/products_and_resources/tag.aspx

• Zarrow Center for Learning Enrichment• http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html

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SOME WEBSITES TO REMEMBER

• Wayne RESA School-Wide Positive Behavior Support• http://www.resa.net/curriculum/positivebehavior/

• Michigan Rehabilitation Services now under Department of Human Services http://www.michigan.gov/dhs/0,4562,7-124-5453_25392---,00.html

• Michigan Commission for the Blind now called Bureau of Services for Blind Persons• http://www.michigan.gov/lara/0,4601,7-154-61256_28313---,00.html

• Ed Gov- Secondary Transition• http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalArea%2C14%2C

• Community Mental Health • http://www.waynecounty.com/hhs_mh.htm• http://www.michigan.gov/mdch/0,4612,7-132-2941_4868_4899---,00.htm

• O*Net Resource Center• http://www.onetcenter.org/overview.html 57

http://mi.learnport.org

 Transition Planning Made Easier 2011

This course is designed to assist teachers and administrators in developing quality Transition IEPsthat meet the requirements of the State Performance Plan Indicator 13, otherwise known as SPP 13. Through a highly interactive scenario based design, learners will learn, practice and apply knowledge about SPP 13. This course was developed through a partnership between the Michigan Department of Education and Michigan Virtual University.

 Assessing For Transition

The Assessing for Transition course provides users the chance to explore new habits of mind about to transition assessment, especially as it relates to 1) valuing transition assessment as a process that supports students on their path to achieving their goals; 2) using common language and having a common understanding and definition of transition assessment; and 3) gathering, organizing and Using data in a variety of ways to develop the present level of academic achievement and functional performance (PLAAFP) statement and related IEP goals. Assessing for Transition uses Scenarios and students' voices to present and investigate the course content.

LearnPort On Line Training

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