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 1

2. 8/18/2015 Background of the Summary of Performance (SOP) Benefits of a well-developed SOP New NC SOP Teacher Checklist for Developing an SOP Session Agenda

3. 8/18/2015 Transitioning into Post-School Life Education/Training Employment Independent Living

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5. 8/18/2015 IDEA (2004) Transition Mandate IEPs must include transition services for the child by age 16 Rescinded the requirements for LEAs to conduct comprehensive evaluations Triennially Prior to exit from public school services Requirement for Summary of Performance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. 8/18/2015 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)]. ”

7. “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

8. 8/18/2015 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. 8/18/2015 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. 8/18/2015 Jasmine’s Story 10

11. 8/18/2015 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” 11

12. 8/18/2015 Transition Planning for Jasmine A cooperative partnership involving:  Jasmine and her family  School and post-school personnel  Local community representatives  Employers  Friends and neighbors 12

13. 8/18/2015 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 13 Transition Planning for Jasmine

14. 8/18/2015  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 14 Transition Planning for Jasmine

15. 8/18/2015 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

16. 8/18/2015 Developing Jasmine’s Summary of Performance A Tool to Facilitate Jasmine’s Movement from High School into Post-School Life 16

17. 8/18/2015 NC SOP (draft p. 1) 17

18. 8/18/2015 NC SOP (draft p. 1) 18

19. 8/18/2015 NC SOP (draft p. 2) 19

20. 8/18/2015 NC SOP (draft p. 2) 20

21. 8/18/2015 NC SOP Teacher Checklist (draft) 21

22. 8/18/2015 NC SOP Teacher Checklist (draft) 22

23. 8/18/2015 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

24. 8/18/2015 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

25. 8/18/2015 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

26. 8/18/2015 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! 26

27. QUESTIONS? 27