Presented by Steve Runyon, Director and Vocational Coordinators/Transition Specialists Sandy Martin and Steven Wolfe from the Vermilion Association for

Presented by

Steve Runyon, Director

and

Vocational Coordinators/Transition Specialists

Sandy Martin and Steven Wolfefrom the

Vermilion Association for Special Education

Summary of Performance

VASE-061122

Presentation Ideas• Our experience suggests that you

allow 2 to 2-1/2 hours for this workshop. With the longer time allotment you can have plenty of great discussion about purpose, philosophy, design, and use of an SOP; and time to train teachers in the use of the standardized form.

• If you only have one hour, then you pretty much have to make it just informational – present what is an SOP and rationale for our standardized version. Have attendees write down their questions for the end.

Delete this slide before making a presentation!

VASE-061122

This is an introduction to the new IDEA SOP requirement and a brief rationale for using a “Standardized” SOP.

This presentation was originally given at the IAASE Fall 2006 Conference.

Please feel free to use this PowerPoint for your own training as you see fit, but please maintain reference to its original source. Periodically check for newer version(s).

We are willing to lead a workshop at your location.Delete this slide before making a presentation!

Presentation Ideas

VASE-061122

Please turn off the

sound to your cell

phone

Reminder:

A condensed version of

an IEP

Summary of Performance:

VASE-061122

TODAY’S OBJECTIVES

• Chapter 1: Why • Chapter 2: When• Chapter 3: What• Chapter 4: How

– Samples– Proposed Alternative

• Chapter 5: Discussion

SUMMARY OF PERFORMANCE (SOP)

VASE-061122






VASE-061122

WHY?

IDEA 2004

LEA shall provide the child with a summary of the child’s

1. academic achievement and 2. functional performance3. which shall include recommendations

on how to assist the child in meeting the child’s postsecondary goals

§Sec. 300.305(e)(3):

VASE-061122

WHY ?

The GOAL of the SOP is to FOSTER access to postsecondary supports

It does NOT guarantee services

VASE-061122

WHY ?

(A) Exit from school

(B) Elimination/reduction of formal assessments

(C) Missing necessary documentation to access services after high school

Formula for ConcernA - B = C

VASE-061122

WHY?SOP is part of an outcomes-based process

Measurable Post-Secondary Goals

Transition Plan

SOP

Data Collection/ Follow-up Studies

VASE-061122

WHY ?

For what other purposes could

an SOP be useful?

Brainstorm!

VASE-061122






VASE-061122

WHEN?During final year:

– Graduating– “Aging-out”

NOT part of the IEP

Issue of Timeliness:

• Meeting with Adult Service Providers

• Vocational Rehabilitation

• Post-Secondary Ed Support Services

• Transferring to another school

VASE-061122






VASE-061122

WHAT?

1. Academic Achievement

2. Functional Performance

3. Recommendations

4. Assessment Information

5. Appropriate Linkages

VASE-061122

WHAT?

IDEA 2004

The Act does not otherwise

specify the information that

must be included in the

summary

VASE-061122

WHAT?Examples of Academic Achievement

• reading • math • writing • other

cognitive skills

• strengths • needs• accommodations • modifications • assistive

technology• other ?

VASE-061122

WHAT?Functional Performance

Problem Solving Skills

Communication Skills

Social Skills

Independent Living Skills

Self-Advocacy Skills

Community Living Skills

Organizational Skills

Job Seeking Skills

Job Retention Skills

Motor and Mobility Skills

Personal Care and Hygiene Skills

Consumer Management Skills

Behavior Management Skills

Work Tolerance Skills

VASE-061122

WHAT?Recommendations for Meeting

Post Secondary Goals

• Supports • Accommodations• Modifications • Assistive Technology• Other?

VASE-061122

WHAT?Recommendations for Meeting

Post Secondary Goals

The SOP Post Secondary Goals should Mirror the Measurable Post Secondary Goals found in the Individualized Transition Plan

TRANSITION PLAN

SUMMARY OF PERFORMANCE

VASE-061122

WHAT ELSE?

ASSESSMENT INFORMATION

• DATA • REPORTS• TEST RESULTS • INTEREST

INVENTORIES• Other?

VASE-061122

WHAT ELSE?Interagency Linkages

STUDENTADULT

SERVICE PROVIDERS

VASE-061122

REMEMBER

THE PURPOSE OF THE SOP

IS TO HELP THE NEXT SERVICE

PROVIDER BETTER UNDERSTAND

HOW TO HELP THE STUDENT.

VASE-061122

WHAT?…. therefore

Student Input Required

Increase youth’s understanding of impact of disability on future endeavors

Increase youth’s ability to self-advocate

Increase post-secondary providers’ understanding of appropriate accommodations and modifications

VASE-061122






VASE-061122

HOW?

• It was based on the initial work of Stan Shaw, Carol Kochhar-Bryant, Margo Izzo, Ken Benedict, and David Parker.

• It reflects the contributions and suggestions of numerous stakeholders in professional organizations, school districts and universities particularly the Connecticut Interagency Transition Task Force.

National TemplateThis template was developed by the National Transition Documentation Summit © 2005

VASE-061122

HOW?WHAT FORMS ARE AVAILABLE?

National Endorsements• Association on Higher Education and Disability

(AHEAD)• National Joint Committee on Learning Disabilities

(NJCLD) • Learning Disability Association (LDA) • and the National Center on Learning Disabilities

(NCLD)• CEC’s Division on Career Development and

Transition (DCDT)• CEC’s Division on Learning Disabilities (DLD) • Council on Educational Diagnostic Services

(CEDS) • Higher Education Consortium for Special

Education (HECSE) • Council for Learning Disabilities (CLD)

VASE-061122






VASE-061122

VASE-061122

measurable

VASE-061122

VASE-061122

VASE-061122

VASE-061122

VASE-061122

Training?

VASE-061122

VASE-061122

HOW?What is the CASE

position on the template?

CASE Policy and Legislation Committee has recommended

that CASE not officially endorse this template as currently

written.

VASE-061122

HOW?What is the CASE

position on the template?

While it contains many of the transition-related best practices,

•the template is quite lengthy and detailed

•some word choices are problematic

However, members are encouraged to view the template and consider whether it might be of use to local districts.

VASE-061122

HOW?

What Have Other States

Developed?

• The narrative format prevails

• The length of the SOP varies

• Some shorten the actual SOP but require “portfolio” addendums

VASE-061122

HOW?What does one proposed Illinois SOP look like?

A suggested SOP for Illinois retains the narrative format

but has reduced the number of pages from the national’s 8 pages to 3 pages.

VASE-061122

VASE-061122

VASE-061122

VASE-061122

HOW?Concerns About the

Narrative Format

1.Time consuming for overburdened teachers

2.Does not ensure that all critical information will be addressed.

3.Does not encourage objective and comprehensive examination

4.Does little to encourage teacher self-reflection

VASE-061122






VASE-061122

HOW?

An Alternative:

The “Standardized” SOPDesign is “streamlined”

1. Computer-based

2. Uses drop down menus and check boxes

3. Text boxes allow for individualized comments

4. Basic info can be merged onto form

VASE-061122

HOW?

The “Standardized” SOP

Design also:

5. Aligns functional performance with DHS/DRS eligibility criteria

6. Ensures critical information is addressed

7. Provides for student input first

VASE-061122

HOW?

The “Standardized” SOP

Design also:

8. Prompts teacher/student to be comprehensive

9. Encourages teacher to self-reflect

10. Simplifies identifying linkages to adult providers

VASE-061122

Student

Input Firs

t Easy to Use Check Boxes

Text Boxes for

Individualize

d Comments

Gives

Prompts

for more

Detailed

Answers

VASE-061122

Drop D

own

Menus

Aligned

with

DHS/DRS

Functional

Limitatio

ns

Criteria

Simplifies

Process of

Assessment

VASE-061122

Prompts

Teachers

to Identify

Local Adult

Providers

Simplifies

Identifying

Linkages

VASE-061122

Provides

Basic

Inform

atio

n to A

ssist

the

Teacher

VASE-061122

THE STANDARDIZED SOP

RESOURCES AVAILABLE AT

www.vase.k12.il.us

1. TEMPLATE FOR SOP2. INSTRUCTIONS3. WHITE PAPER4. SAMPLES OF NARRATIVE FORMS5. IDEA-2004 Regulations & Comments

http://www.vase.k12.il.us/

VASE-061122






VASE-061122

DISCUSSION

• IEP SEQUENCE

• GOALS

• INSTRUCTION

• ASSESSMENTS

• SERVICES

VASE-061122

DISCUSSIONUsing the SOP post high school

POST SECONDARY EDUCATION

VASE-061122


TRAINING

VASE-061122


EMPLOYMENT

VASE-061122


INDEPENDENT LIVING

VASE-061122

DISCUSSIONAdditional Considerations

•Youth keeping/sharing SOP

•Agency acknowledgement

•Tailoring SOP for end use

•Signing for receipt

•Filing SOP

VASE-061122

DISCUSSIONConsiderations about ‘Purpose’

Self-Advocacy

VASE-061122


• Chapter 1: Why • Chapter 2: When• Chapter 3: What• Chapter 4: How• Chapter 5: Discussion: :

– Covey’s IDEA – ‘Keep the end in mind’

– Indicators 13 & 14


VASE-061122

Measurable Post-Secondary Goals

Transition Plan

SOP

Data Collection/ Follow-up Studies

SUMMARY OF PERFORMANCE

END

VASE-061122

DiscussionState Performance Plan

Indicator 13 Checklist

Indicator 14 Checklist

An outgrowth from The Transition Outreach Project (TOP)

VASE-061122

Discussion

Indicator 13•Starting with 2006-07. what percent of youth age 14 1/2 and above have an IEP that includes coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet their post-secondary goals.

VASE-061122

iePoint Data Collection

VASE-061122

DiscussionIndicator 13 Checklist for Transition

1. measurable post-secondary goal stated for each of the following areas:

a) Educationb) Employmentc) Trainingd) Independent Living (if applicable)

2. at least one IEP goal listed for each post-secondary goal.

3. at least one transition service listed for each post-secondary goal area.

4. evidence of coordination between the LEA and other post-secondary services for each post-secondary goal.

5. evidence that age-appropriate transition assessments were used.

6. A course of study is indicated, aligning with all of the student’s post-secondary goals.

VASE-061122

Discussion

Indicator 14•Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.

VASE-061122


• Why • When• What• How


• Discussion


Summary of Performance:

This concludes the presentation:

A condensed version of

an IEP

VASE-061122

Thank you!We are honored by your

participation.

VASE-061122

THE STANDARDIZED SOP

FOR QUESTIONS, COMMENTS OR CONCERNS:

• Steve Runyon, Director of Special Education [email protected]

• Sandy Martin, STEP Coordinator [email protected]

• Steve Wolfe, STEP Coordinator• (for document retrieval & web issues)

[email protected]

• PHONE: (217) 443-8273

• www.vase.k12.il.us

Documents

Presented by Steve Runyon, Director and Vocational Coordinators/Transition Specialists Sandy Martin and Steven Wolfe from the Vermilion Association for