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Summary of Performance: Summary of Performance: Can It Really Improve Outcomes for Students?

Regulation Language

“The evaluation described in paragraph (e)(1) of this section is not required before the termination of a child’s eligibility under this part due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for FAPE under State law. (3) For a child whose eligibility terminates under circumstances described in paragraph (e)(2) of this section, 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” (Authority: 20 U.S.C. 1414(c) § 300.305, page 46786).

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Family PerspectiveFamily Perspective

Catherine Burzio, Transition Coordinator, Parent Educational Advocacy Training Center, Falls Church, VA

•What parents need to know about the SOP and opportunities for their them

•Partners in Transition planning: Students, families, school personnel

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State Education Agency PerspectiveState Education Agency Perspective

Rebecca Cort, Deputy Commissioner, New York State Education Department - VESID

The value of work experiences during high school; skill development and documentation; developing the Individual Plan for Employment (VR)

What college faculty and staff need to know to best support students with disabilities in post-secondary education settings

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We should have time for 4 - 6We should have time for 4 - 6

QUESTIONS FOR REBECCA (VR) OR

CATHERINE (PARENT)

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High School Teacher PerspectiveHigh School Teacher Perspective

Ed Amundson, Special Education Teacher, C.K. McClatchy High School, Sacramento, CA

•How special education teachers can help students make the SOP an effective tool as students take the next steps beyond high school

• “The Big Picture” - the fit of SOP in the Obama Administration’s Cradle-to-College and Career Framework

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VR Counselor PerspectiveVR Counselor Perspective

Stacie Dojonovic, Transition Facilitator, Fox Chapel Area School District, Pittsburgh, PA

• The SOP development begins before the student exits to be useful for partnering with VR counselors.

• The SOP is a student-driven process resulting in a document for helping students understand their disability, strengths, and what supports work best.

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We should have time for 4 - 6We should have time for 4 - 6

QUESTIONS FOR ED (LOCAL SCHOOL) AND

STACIE (VR COUNSELOR)

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College Faculty PerspectiveCollege Faculty Perspective

Steve Bigaj, Professor of Education; Director, Graduate and Professional Studies, Keene State College, Keene, NH

•Don’t Wait Until Senior Year: the SOP as a feature of ongoing transition planning

• Important ideas for pre-service and in-service teacher education

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College Disability Services PerspectiveCollege Disability Services Perspective

Jane Warner, Director, Disability Services, Keene State College, Keene, NH

•Don’t forget to pack your SOP! Connecting with College Disability Services

• Advice for students and families

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We should have time for 4 - 6We should have time for 4 - 6

QUESTIONS FOR STEVE (HIGHER EDUCATION) OR

JANE (DISABILITY SERVICES IN HIGHER

EDUCATION)

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College Student PerspectiveCollege Student Perspective

Matthew Shapiro, Student, Virginia Commonwealth University

• You’re on your own now! The importance of how the SOP helps with self-advocacy.

• What students need to have in hand when they go to the college disability services office

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QUESTIONS FOR MATHEW (STUDENT) OR ANY OF THE GROUP

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For More InformationFor More Information

www.nsttac.org

◦Summary of Performance Resource Page

www.sharedwork.org

• IDEA Partnership National Community of Practice on Transition Summary of Performance Practice Group