SAAFP & Transition

Where Am I?  Where Am I Going?

And just how am I going to get there? Questions that all students struggle with and those in special education programs struggle with even more because those answers demand so much self- knowledge, self- advocacy, empowerment and direction. Traditionally, schools have not been particularly good at helping students transition into adulthood. That is why providing a Summary of Academic Achievement and Functional Performance (SAAFP) is now the culmination of the transition process for the school. Being able to provide academic and functional information to an agency, employer, or educational institution can mean the difference between moving forward or getting stuck with reams of unnecessary paperwork and justifications before any progress can be made. The SAAFP is not optional, it is a requirement for students who are in a special education program.

SAAFP DOCUMENT

SUMMARY OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

• MUST BE PROVIDED TO STUDENTS LEAVING THE SYSTEM UPON:
• GRADUATION, OR
• EXCEEDING AGE OF ELIGIBILITY (AGING OUT AT 21 YEARS)
• Students are often left without necessary information and documentation of their disability that is required to access supports and services in post school activities
• Schools are now required to make a smoother transition and must now provide a Summary of Academic Achievement and Functional Performance (SAAFP) to students with special education eligibility at termination including academic and functional performance, and they must make recommendations on how to assist the student in meeting post-secondary goals
• The intent of this documentation was to meet documentation requirements under the Disability Act and Section 504 of the Rehabilitation Act of 1973
• This summary is not required as part of the transition planning process but should be reviewed for accuracy prior to termination.
• Previously called the Summary of Performance.

• Not required for students who exit under GED or certificate.

THE PURPOSE OF SAAFP:

• Provide information about academic achievement and functional performance
• Recommend steps on how to assist the student in meeting post-secondary goals
• Bridge the next steps necessary to complete the transition process
• Be part of secondary transition planning goals (that begin at age 14)
• Assist the student to advocate for services post-graduation
• Student should be knowledgeable of the content contained within this document prior to graduation
• Summarize individual student abilities, skills, needs and limitations
• Provide recommendations to support successful transition to adult living, learning and working
• Includes input from the student, parent, special education teacher, regular education teacher, Career/Tech Ed Teacher, Transition Coordinator, school psychologist, related services personnel or agency representatives
• Identifies supports in post-secondary settings, the workplace and the community
• Helps the student better understand the impact of their disability and articulate individual strengths and needs as well as supports that would be helpful in post school life
• Contain a summary of the student’s educational program (course of study) and instructional performance levels as related to post-secondary goals
• Documents effective accommodations, modifications, assistive technology, adaptive devices, compensatory strategies, support services and instructional strategies that have been utilized to assist the student in their educational program.

WHAT SHOULD THE SAFFP DOCUMENT ANSWER:

• What do I do next?”
• Which office/agency should the student contact and what is the contact information?
• What is the reason for contact?
• What is the student’s perspective vs school’s perspective?
• Which accommodations and supports worked best?
• What strengths and needs should professionals know about the student as they enter the post-secondary education or work environment?

IT SHOULD BE NOTED THAT EMPLOYERS, COLLEGES, AND ADULT AGENCIES HAVE DIFFERENT EXPECTATIONS AND REQUIREMENTS THEREFORE

THE SAAFP SHOULD NOT NOTE ITEMS THAT EMPLOYERS, COLLEGES, AND ADULT AGENCIES ARE NOT REQUIRED TO PROVIDE.

o This is why we fade SDIs to maximum extent possible.
o Address the functional performance prior to graduation

o Address prompt dependence prior to graduation
o Blackhole of 21 by Aaron Ross video

• Post school entities make eligibility decisions on a case-by-case basis and these recommendations do not imply that the services and supports a student qualified for in high school will automatically be provided in the post school setting.

THE FUTURE
SECURITY OR UNCERTAINTY

Even though students may not know what they want to do in the future, it is essential to begin to do the following:

• Develop initial goals
• Create a vision for their future
• Acquire transferable skills
• Start career counseling
• Provide vocational assessments
• Start job exploration

AGENCY INTERVIEWS

Agency interviews should include questions about the following:

• Goal of the agency

• Population served
• Age range served
• Services available
• Eligibility criteria
• Funding cycle
• Availability of staff

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 AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs just legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.