II. Summary of Performance: (Completion of this section may require from a variety of staff, but one person should have the responsibility of gathering and organizing the information. Describe both present levels of performance that apply to the student and the essential accommodations, modifications and assistive technology utilized to assist the student in achieving progress. Address only those areas that apply.) Terms: Accommodation-a support or service that is provided to help a student fully access the general education curriculum or A. Academic Achievement: Specifically discuss the current of performance in applicable areas of Reading (decoding, comprehension, fluency) Math (calculation, algebraic problem solving, quantitative reasoning) Language (written, speaking, listening, spelling) Learning skills (work habits, note taking, keyboarding, organization, time management, assignment completion, study skills, test taking skills) in detail using both narrative information for strengths and needs as well scores and grade level functioning Identify essential accommodations, modifications and/or assistive technology utilized in high school and why they were needed for academics described in the current of performance.
subject matter and does not change the content of what is being taught or the expectation that the student meet a performance standard applied for all students. (Example: Deficit spelling/handwriting skills may require a note-taker, permission to word process notes, provision of extra notes) Adaptation (also known as to the general education curriculum or other material being taught, which alters the standards or expectations for students with disabilities. Instruction can be adapted so that the material is presented differently and/or the expectations of what the student B. Functional Performance: Specifically discuss the current level of performance in applicable areas of General ability and problem solving (reasoning, processing) Attention and executive functioning (stamina, sustained attention, memory, processing impulse control, activity level) Communication (speech, language, assisted communication) Social skills and behavior (interactions with others, responsiveness to services and accommodations, ability to request assistance, activities, confidence, persistence in the learning environment), Identify essential accommodations, adaptations and/or assistive technology utilized in high school and why they were needed for functional performance described in the current level of performance. curricular changes
will master are changed. Adaptations are not allowed in most postsecondary education environments. Assistive technology-any device that helps a student with a disability function in a given environment, but does not limit the device to expensive “high-tech” options. Assistive technology can also include simple devices such as laminated pictures for communication, removable highlighter tape, Velcro and other “low-tech” devices. Independent living skills (self-care, leisure skills, personal safety, transportation, money skills) Environmental access/mobility (assistive technology, mobility, transportation) Self determination/self advocacy (ability to respectfully identify needs and articulate goals) Career/employment (interests, experiences, exploration, aptitudes) Medical or family issues/concerns
NOTE: It is highly recommended that student perspective and voice are incorporated as part the SOP. This section may be completed Pre-employment Transition Services (Pre-ETS) may include services provided by schools and by the Division of Rehabilitation Services that include: Job exploration learning Counseling for transition & post-secondary programs Workplace readiness training Self-determination training
III. Recommendations for meeting postsecondary goals: (Indicate suggestions for accommodations, adaptive devices, assistive services, compensatory strategies and/or collateral support services to enhance access in the applicable post-high school environments listed.) Education: College, Community and Technical College, Career and Technical Education/Vocational, Adult Education, Apprenticeship Programs Employment (be specific to the focused area of interest for employment) Independent Living Community Participation Attachments: (Attach academic transcript, awards, certificates, credentials, relevant and most recent assessment data that clearly identify the student’s disability or functional limitations and will assist in postsecondary planning.) Transcripts, awards, certificates, credentials Psychological/cognitive/adaptive behavior Medical/physical/social skills/behavior analysis Achievement/academics Situational/simulated work experiences Career interest/aptitude Self determination Communication Observations Assistive technology Informal assessment Other Adapted from the Nationally Ratified Summary of Performance Model Template 9/06 – Karen Ruddle, WVDE OSE Revised 10/16
REQUEST TO INVITE OUTSIDE AGENCY REPRESENTATIVE(S) TO THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM MEETING ITEM CLARIFICATIONS/INSTRUCTIONS 1 County and Student Information Complete/verify ALL fields containing county, student name and demographic information. 2 Agency Representation List the projected agencies that may be invited to attend the next IEP Team meeting. 3 Signature District personnel initiating the notice must sign, his/her position and phone number. 4 Parent/Adult Student Response Upon receipt of the parent/guardian/student response with signature, file in student folder. NOTE: Date consent was obtained is to be documented on the Notice of Eligibility Committee And/Or Individualized Education Program Team Meeting.
STUDENT SERVICE PLAN FOR PARENTALLY PLACED PRIVATE SCHOOL STUDENTS _______________County Schools Student’s Full Name ___________________________________ Date___________________ PART VI: SERVICES A. Supplementary Aids, Services/Program Modifications Location of Services Extent/Frequency Initiation Date m/d/y Duration m/y B. Special Education Services Location of Services Extent/Frequency Initiation Date m/d/y Duration m/y C. Related Services Location of Services Extent/Frequency Initiation Date m/d/y Duration m/y
STUDENT SERVICE PLAN FOR PARENTALLY PLACED PRIVATE SCHOOL STUDENTS _______________County Schools Student’s Full Name ___________________________________ Date___________________ PART VII: PLACEMENT Ages 3-5 WVEIS LRE Code ___ Service provider location or some location that is not in any other category S Ages 6-21 WVEIS LRE Code ___ Parentally placed in private school (Service Plan only) 8
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