Understanding Florida Summary of Performance Guidelines

The Florida Summary of Performance: Requirements and Suggested Practices Date

Objectives After completing this module, you should be able to describe the legal basis for the Summary of Performance identify the benefits of fully developing a Summary of Performance complete all five parts of the Florida Summary of Performance

What is a Summary of Performance (SOP)? Required by IDEA regulations Provides summaries of academic achievement and functional performance. Required for students with disabilities who graduate with a regular diploma or who age out of FAPE. Districts may provide their own forms, the Florida template or others.

What does this really mean? The SOP spells out the academic and functional capacities of a student Considers preferences, interests, strengths, and needs connects a student s disability to Essential Accommodations or Modifications, and/or Assistive Technology (EAMAT) used in high school. Includes an opportunity for recommending EAMAT that may be necessary in adult settings.

District Autonomy and Recommended Practices Many SOP decisions are left up to the LEA. Local decisions include determining When the SOP should be developed If the Individual Educational Plan (IEP) team should be involved How the student and parent will be involved Where the SOP should be kept

The SOP is a Summary of Existing Information that does not require new testing. uses existing data in student files and from the student, family, & current teachers. is based on the student s postsecondary goals. provides a narrative of preferences, interests, strengths, and needs described in understandable terms. Not jargon Not a list of test scores Not simply See attached report

What is the Students Role in the SOP Process? The student should lead the SOP process to the greatest extent possible including articulating his/her postsecondary goals explaining his/her disability explaining the connection between his/her disability and the EAMAT used in high school. The SOP provides an opportunity for developing a portfolio for seeking employment applying to a postsecondary program.

A Nationally Ratified SOP Template A national summit was convened to develop an SOP template. The template was ratified by CEC, DCDT, DLD, LDA, CLD, HECSE and CEDA

From where can we gather data for the SOP? Formal Assessments are standardized; have strict guidelines for administering, scoring, and interpreting, and have been tested for reliability and validity. Informal Assessments include observations, recreation or work-based assessments, inventories, rating scales, record reviews, and interviews. They are usually not standardized.

Formal Assessments Academic achievement tests Aptitude tests Interest inventories Personality scales Employability scales Self-determination scales Social skills inventories Transition knowledge/skills inventories

Informal Assessments Behavioral/functional skills inventories Applied technology/vocational education prerequisites Situational assessments (specific to student placement options) Learning styles inventories Observational reports from parents, teachers, employers, and others Structured interviews from students, parents, teachers, etc.

The Florida SOP Template Part 1: Background information Part 2: Student s postsecondary goals Part 3: Student s input Part 4: Summary of performance Part 5: Recommendations to assist the student in meeting postsecondary goals

Part 1: Background Information Personal information such as name, date of birth, student contact information, exceptionality, primary language, and year of graduation/exit Information on who completed the form Formal and informal assessment reports that clearly document the student s disability and functional limitations (attached)

Part 2: Students Postsecondary Goals In the areas of Education and training Employment Independent living, if appropriate Reflect the most recent postsecondary goals spelled out in the IEP

Postsecondary Goals are Identified using age-appropriate transition assessments Observable Measurable Descriptions of outcomes that occur after high school Updated annually

Examples of Postsecondary Goals 1. By the fall of 2013, John will enter college and major in graphic design. 2. By the fall of 2013, John will be employed part-time (10 hours per week) for a local photographer.

Part 3: Student Input Contains information on the student s disability, strengths, and supports that did and did not work. Should come directly from the student. Can be completed independently by the student or through an interview process with the student.

Example of Student Input A. How does your disability affect your schoolwork and school activities (such as grades, relationships, assignments, projects, communication, time on tests, mobility, extra-curricular activities)? Since I read less quickly and accurately, I use the time and a half accommodation to complete school tests. I use audio books and sometimes I use a recorder in class to listen to later so I can focus on taking notes.

Example of Student Input B. In the past, what supports have been tried by teachers or by you to help you succeed in school (aids, adaptive equipment, physical accommodations, other services)? I have used a computer, a personal digital assistant (PDA), a digital watch to remind me when class starts, extra time on tests, taking tests in a separate room, I ve had tests read to me, and used books on disk. I ve tried a lot of things!

Example of Student Input C. Which of these accommodations and supports has worked best for you? Why do you think they worked best? The extra time really helps. Also, the books on disk are really important. My computer is a big help, and having someone help with note taking is good too. They worked best because they were all available in my school, and without them I would not be able to keep up with my reading.

Example of Student Input D. Which of these accommodations and supports have not worked? Why do you think they did not work? I probably don t need to take tests in another room. I also don t need tests read to me if I have extra time. I probably don t need to tape my teacher talking as long as I can get the notes from someone. It s not that they didn t work. It s just that other supports worked better.

Examples of Student Input E. What strengths and needs should professionals know about you as you enter the postsecondary education or work environment? I make sure to spend the time it takes to get all my assignments done to the best of my abilities, and I need extra time especially for taking exams. Also, I understand my disability and I can explain it. I m not so good with foreign languages. I am really looking forward to college!

Examples of Student Input F. What areas do you think you need to improve (communications, self-advocacy, study skills, etc.)? The area I d like to improve is communicating in writing, specifically grammar and spelling. The computer helps a lot, but if I could improve them, it would make writing papers and learning a foreign language much easier.

Part 4: Summary of Performance Describes the student s present level of performance in two areas: academic achievement and functional performance Includes standard scores, strengths, and needs Is usually coordinated by a school representative

Part 4: SOP All present levels of performance are described with a measurable assessment followed by statements concerning the essential accommodations or modifications, or assistive technology (EAMAT), they have used. EAMAT used should be specific and justified by the data described in this section.

Recommendations for Completing Part 4 Some sections may be marked not applicable if they are not relevant for a student. Some skills may fit in more than one section. Describe the test scores that are included and what they mean; don t just list them. Include multiple data sources . Ensure that recommendations for supports are specific, objective, and have clear evidence supporting them.

Academic Content Area Indicating present level of performance and essential supports for Reading Math Written Language Learning skills

Present Level of Performance for Reading Statewide Assessment: FCAT Reading Score: Achievement level 3 (passing) (extended time) Reading Style Preference Checklist, Student Report: Learns best through audio textbooks, following along in the text, and by discussing reading Feels he needs extra time to complete reading assignments IEP Data: Met reading goal for use of the Survey, Question, Read, Recite, Review (SQ3R) reading strategy

EAMAT Example for Reading Accommodations: Extended time (time + 1/2) on exams in courses that require extensive processing of written language (e.g., Language Arts and other writing-intensive courses) Modifications: None AT: Audio books (disk or text to speech); Recorder

Present Level of Performance Example for Math Statewide Assessment - FCAT math score: Achievement level 3 (passing) (extended time not provided). Course Grades: B average in Algebra II

EAMAT Example for Math Accommodations: None Modifications: None AT: Calculator (utilized by all students in class)

Present Level of Performance Example for Written Language Test of Written Language (TOWL-4): 4 Performance showed many misspellings, poor penmanship, and inconsistent use of upper and lowercase letters. Statewide assessment FCAT Writing Score: 300 out of possible 500 (passing) (time + 1/2)

Written Language continued IEP data for writing goal: Met goal for use of expressive writing strategy (SRSD) Class Assignments (teacher created): FCAT practice writing prompts: averaged 370 out of possible 500 Homework: 94% on homework in Language Arts academic year (parents reported checking most homework)

EAMAT Example for Written Language Accommodations: See Reading section. Note taker or recording of teacher lectures (handwriting and spelling difficulties require excessive attention and reduced focus on lecture) Modifications: None AT: PDA, word prediction software, essay writing software (NOTE: These suggestions are intended solely for the student).

Present Level of Performance Example for Learning Skills General education teacher planning notes: John is typically an active class participant unless a lot of reading or writing is required (e.g., Language Arts, science, history). ESE teacher classroom observation/anecdotal data: John is able to use a computer to take notes (with word prediction software) but prefers recording lectures and getting notes from classmates. He sometimes uses a software application for organizing his ideas for a writing assignment. He is challenged by reading and writing for exams.

Learning Skills - continued Parent interview (parent questionnaire)/Student interview: John has used a typing text to learn how to type (29 wpm with three or fewer errors). His parents often assist him with organizational tasks (e.g., preparing an outline for a writing assignment) and managing his daily schedule. IEP data: John met annual goals in the previous academic year using the Kansas study and test- taking strategies (e.g., the FIRST-Letter Mnemonic Strategy, the Paired Associates Strategy). Grade Report: With time and 1/2 on in-class essay tests, he typically averages a B in his classes.

EAMAT Example for Learning Skills Accommodations: See Reading section. Note taker or recording of teacher lectures (handwriting and spelling difficulties require excessive attention and reduced focus on lecture) Modifications: None AT: PDA, word prediction software, essay writing software (NOTE: These suggestions are intended solely for the student).

Key Points for the Academic Content Area The academic content area includes John s performance data and EAMAT information for reading, math, written language, and learning skills. Multiple assessment measures justify the essential accommodations John used in high school. John s disability is described in understandable terms.

Social Skills & Behavior Example Teacher Observation: John demonstrates age- appropriate skills in his interactions in school settings. He is sometimes frustrated with his performance in classes requiring a lot of reading (e.g., science, history) and sometimes will not complete tasks in these courses. IEP Data/Transition Planning Inventory (TPI) Assessment: He is willing to ask for assistance and understands his need for necessary accommodations and assistive technology. Social Skills Inventory: John is actively involved in the Students Against Nicotine club.

EAMAT Example for Social Skills & Behavior Accommodations: None Modifications: None AT: None

Independent Living Skills Example Parent Conference/TPI assessment: John is performing at an age- appropriate level with regard to self- care, leisure skills, personal safety, and transportation.

EAMAT Example for Independent Living Skills Accommodations: None Modifications: None AT: None

Environmental Access & Mobility Example Parent conference/TPI assessment: John successfully uses a calculator for addition, subtraction, multiplication, and division and drives a vehicle to/from school.

EAMAT Example for Environmental Access & Mobility Accommodations: None Modifications: None AT: None

Self-Determination & Self- Advocacy Skills Example Parent interview/IEP data Choicemaker Self- Determination assessment: John has successfully mastered the goals/objectives for choosing goals, expressing goals, and taking action--see attached curriculum matrix for specific skills mastered. Examples of John s self-determination/self-advocacy skills include scripting and leading his IEP meetings, assisting in weekly data collection/evaluation related to his IEP goals, and requesting learning support from teachers and parents as needed. He also contributes to the development of his postsecondary goals and should continue to practice developing self- determination and self-advocacy skills given their importance in a college setting.

EAMAT Example for Self-Determination/Self- Advocacy Skills Accommodations: None Modifications: None AT: None

Career-Vocational & Employment Transition Example Interest Inventory Data: John is interested in photography and has taken community-based courses to learn computer applications typically used in the field. IEP Data: During the past year he has shadowed professionals in graphic design and photography. Community-Based Assessment: Teacher and employer evaluations are attached that demonstrate potential in the graphic design or photography profession.

EAMAT Example for Career- Vocational & Employment Transition Accommodations: None Modifications: None AT: None

Additional Important Considerations None

Key Points for the Functional Area The functional area includes six sections: social skills and behavior independent living skills environmental access and mobility self-determination and self-advocacy skills career-vocational, transition and employment, and additional important considerations All students, particularly those whose disability impacts social skills, behavior, or environmental access, will benefit from the data and EAMAT described in this area.