II. Summary of Performance: (Completion of this section may require input 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.) 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 level 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 level of performance.
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, 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 Work-based learning Counseling for transition & post-secondary programs Workplace readiness training Self-determination training
III. Recommendations for meeting postsecondary (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
IN LIEU OF IEP TEAM ATTENDANCE REPORT ITEM CLARIFICATIONS/INSTRUCTIONS 1 County and Student Information Complete/verify fields containing county, student name and demographic information. Include the date on which the form was completed. 2 Excused Team Member Enter the name of the excused team member and the specific area of curriculum or the related service for which the excused IEP Team member is responsible (e.g., English language arts, OT, Speech, Nurse). 3 Present Levels of Academic Achievement and Functional Performance/Impact Statement/Targeted Standard(s) measurable and observable data to address how the student’s exceptionality affects his/her progress specific to academic or nonacademic areas. This includes impact statement and targeted standards when appropriate. 4 Suggestions for Annual Goals Modifications/Accommodations/ Services In relation to the present levels, enter recommendations for annual goals, supplementary aids/modifications or services and the type and amount of special education or related services. 5 Excused Team Member Signature, Position, Date The excused team member must sign the report, indicate his/her position (e.g., math teacher) and date the report. 6 Parent/Adult Student Statement and Signature The parent must be given the opportunity to review the In Lieu of IEP Team Attendance Report prior to the development of the IEP. Secure the parent’s signature and date to document this has occurred.
Page ___ of ___ INDIVIDUALIZED EDUCATION PROGRAM _______________County Schools Student’s Full Name ___________________________________ Date___________________ – Alternate Assessment Indicate the appropriate WV Measures of Academic Progress Assessment by checking standard conditions or standard conditions w/accommodations. If the district requires a "District Wide Assessment", all selected WVMAP accommodations apply. Alternate Assessment: ____ Standard Conditions ____ Standard Conditions w/Accommodations NOTE: For Alternate Assessment eligibility, the student must exhibit significant cognitive disabilities, be instructed through Alternate Academic Achievement Standards and be pursuing an alternate (modified) diploma. Justification for Alternate Assessment: __________________________________________________________________ Alternate Assessment Accommodations all that apply) PRESENTATION ACCOMMODATIONS: ___ P03 Braille Paper ___ P06 Certified sign language interpreter ___ P13 Documented need text-to-speech (including ELA passages) ___ P14 Documented need human read aloud (including ELA passages) ___ P22 Enlarge text on screen ___ P23 Magnification device ___ P24 Translator or Electronic) (GSA science only) ___ P28 High color contrast ___ P39 Color overlays ___ P47 Alternate Vision Form (DLM Only) RESPONSE ACCOMMODATIONS: ___ R04 Scribe (including ELA full write) ___ R05 Abacus ___ R11 Assistive technology (Alternate response options) TIMING ACCOMMODATIONS: ___ T03 Take more breaks (no studying) (All WV-MAP tests) ___ T04 time ___ T07 Flexible scheduling ___ T09 Separate setting
IV. full range of needs 1. Does the child have access to all educational components of the school (regular education classes, related services, guidance counseling, recess, lunch, assemblies, extra-curricular activities, etc.) If not what supports are needed to allow for access? 2. Are adult language models available who communicate in the student’s language/communication mode? 3. What accommodations/modifications are being provided? What additional accommodations/modifications were considered? V. amplification Personal hearing devices (hearing aid, cochlear implant, tactile device) Personal FM system FM system/auditory trainer (w/o personal hearing device) Soundfield system No amplification needed
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