Transcript Jeanne, Chuck, Three Men and an SOP

Summary of Performance
(or SOP for TOP)
SETTING THE STAGE FOR HELPING YOUR
STUDENTS CONNECT WITH THE REAL WORLD.
1
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.
2
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/
3
QUICK VOCABULARY QUIZ
TOP
SPP 14
IDEA
PSV
SPP13
OSEP
FBA
TCLE
What’s He
Talking About?
CIMS
BSBP FAPE
BIP
PSG
EE
GSM
MRS
THE IEP, WHICH
INCLUDES THE PLAAFP,
COS, LRE, G/O, P/S, AND
THE TP
AOM
DMH
SPP 1
CMH
SPP 2
OSE
4
Transition Compliance Pop Quiz
5
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.
6
Question 2
When identifying a student’s postsecondary 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)
7
Question 3
The transition IEP must provide current
information about the student in what 3
critical areas?
Training, education, employment,
independent living if appropriate
8
Question 4
What 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
12
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
13
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:
14
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”.
15
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”.
16
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
Your
relationship
w/Students
After
School
Hours
Self determination
Work Experiences
The ABCs of the
Student
Involvement in
Extracurricular Activities
18
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, selfdetermination, career/vocational skills, decision making,
independent living, motor, social behavioral,
communication, community living.
19
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
21
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
22
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
26
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?
27
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
30
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
33
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
34
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?
35
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
36
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
37
Summary of Performance*
Report Date: ________
This model form is compliant with 34 CFR §300.305(e)
Student Name:
Birthdate:
Student ID#:
Resident District:
Student’s Primary Disability:
Grade:
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:
38
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????
40
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????
41
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…………
42
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?
43
What About Sonny’s SOP?
44
Available School Data Sources
See Handout “Data
Sources That May
Support the SOP”
45
MRS Youth Transition/Student ServicesThe Handout
46
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/B13Seco
ndaryTransition.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/
55
•
Enderle-Severson Transition Rating Scales :
•
Transition Planning Inventory- www.proedinc.com
•
Informal Assessments In Transition Planning- www.proedinc.com
•
Student Transition Assessment Tool (STAT)
email Linda Ratliff: [email protected]
•
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
http://www.estr.net/
56
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
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LearnPort On Line Training
http://mi.learnport.org
Transition Planning Made Easier 2011
This course is designed to assist teachers and administrators in developing quality Transition IEPs
that 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.
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