Transcript Summary of Performance - Eastern Upper Peninsula ISD

Summary of
Performance
Legal Requirements and
Best Practice Guidance
April 23, 2013
Required by IDEA 2004
“A public agency must 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.”
Federal Register Vol. 71 No. 156 300.305(e)(3)
What is a Summary of
Performance?
A
bridge between high school and adult
living
 Clear documentation of the disability that
goes with the student



Can help with obtaining support with
postsecondary education
Can help with obtaining support with job
training programs
Can help provide employers with necessary
information to support the student
For which students?
IDEA says:
 Those who earn a regular high school
diploma
 Those who will age out of high school
Michigan also recommends:
 Those who earn a certificate of
completion or attendance
When to do the SoP
 Will
the student need the information in the SoP to
apply to postsecondary education or training?
Yes – complete prior to student applying to schools
and update as needed
 Will
the student need information included in the
SoP on employment or independent living
experiences gained during senior year?
Yes – complete in late spring of senior year
Three Parts of the SoP
1.
Summary of Academic Achievement
2.
Summary of Functional Performance
3.
Recommendations
Part 1: Summary of Academic
Achievement
 Includes
skills
grade level and description of
 Includes
reading, math, and written
language skills summary
 Consider
student’s postsecondary goals
when summarizing academic
achievement
Part 1: Summary of Reading
Achievement
 Decoding
 Comprehension


Literal
inferential
 Fluency

Words per minute
Part 1: Summary of Math
Achievement
 Calculation


Add, subtract, multiply, divide
Requires use of a calculator?
 Algebraic

Problem Solving
Can the student understand the problem, devise a
plan, carry out a plan, and evaluate for effectiveness?
 Quantitative

Reasoning
Can the student use math skills to reason, understand,
interpret graphs, tables, etc.?
Part 1: Summary of Writing
Achievement
 Written

expression
Can the student clearly communicate
ideas in writing?
 Other


Are there any specific accommodations
required?
Is the student proficient at typing?
Part 2: Summary of Functional
Performance

General ability and problem solving:
reasoning ability & information processing
time

Attention and executive functioning:
sustained attention, memory functions,
impulse control, activity level

Learning Skills: class participation, note taking,
keyboarding organization, time
management, study skills, test taking skills
Part 2: Summary of Functional
Performance (continued)
 Communication:
verbal, non-verbal, sign language
 Social
Skills & Behavior: interactions with teachers
and peers, level of initiation, extra curricular
involvement, emotional and behavioral concerns
 Independent
Living: self-care, leisure, personal
safety, transportation, banking, budgeting, etc.
Part 2: Summary of Functional
Performance (continued)
 Environmental
Access/Mobility: assistive
technology used, mobility, transportation
 Self
Determination/Self Advocacy:
understanding of disability, how it affects
learning, knows when and how to disclose
disability, can articulate postsecondary goals,
identifies strengths and needs, has ability to ask
for help when necessary
Summary of Functional
Performance (continued)
 Career-Vocational
/ Transition / Employment:
career interests, career exploration, job
training, employment experiences and
supports
 Additional
Considerations: medical concerns,
family concerns, sleep disturbance, etc.
(anything that may assist in making decisions
about disability determination and
accommodations)
Part 3: Recommendations
What activities does the student have yet to
accomplish to bridge the gap between high
school and…
 Post secondary education?
 Employment?
 Independent living?
***Include agency contact information
Disability Documentation

Contact the postsecondary institution to find
out what information is needed

Based on discussions with the post secondary
institution compile and attach documentation
that demonstrates a disability currently exists

Michigan Colleges and Universities Contacts
http://mi-top.cenmi.org/Resources/CollegeDisabilitiesContactList.aspx
Follow through with the
student…
 Give
the student and parent a copy
 Inform
the student and parent how,
when, and why it can and could be
shared

Obtain a release of information if the high
school (instead of the student) shares the
summary of performance with another
agency or postsecondary institution
Follow through with the
student…

Discuss the summary of academic
achievement and functional performance so
the student understands it

Discuss recommendations and contact
information – check for understanding

Explain the importance of any attachments