Summary of Performance

HOW DO I COMPLETE THE SUMMARY OF PERFORMANCE (SOP)?

IDEA 2004 requires a Summary of Performance (SOP) for some exiting special education students. It is a document which summarizes the student’s academic achievement and functional performance; the student’s post-secondary goals; and recommendations to assist the student in meeting those post-secondary Goals.

Who receives a SOP?

Students who are graduating from secondary school with a standard diploma or are not returning for transition services for a free appropriate public education (end of school year in which they turn 21) receive an SOP. The SOP should be completed in the last year of high school; however, it may be started at any time and provided to the students before they exit.

NOTE: HSD requires that an SOP is provided to students who are graduating with a modified diploma, extended diploma and/or alternative certificate if the student will not be returning for transition services.

Why should I complete this form?

The school district is required by federal law to provide the student with a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting the student’s postsecondary goals. In addition, the SOP will assist and promote success for the student when they provide the postsecondary school, agency, or work place with a summary of what the student has done in high school, his postsecondary goals, and recommendations from the district on how to assist the student in meeting their postsecondary goals.

Who writes the SOP?

The SOP may be developed by a IEP team, the teacher, or a Youth Transition Program specialist with input from the student. Work on the SOP can take place at the IEP meeting, during a transition class, in an English class or 1:1 with a counselor.

EXAMPLES:

Summary of Performance examples prepared for the 2013-14 transition resources booklet (Alex, Rolanda, and Allison) have been included in the Teacher/Case Manager section of the 2014-15 booklet. The full set of 2013-14 materials included case study reports, transition planning examples, IEP discussion starters, and samples of Post-Secondary Goals for each of these sample students.

What is needed to complete the SOP:

EXAMPLE OF SOP FOR ALEX

Summary of Performance

Student Name__Alex Jones_______ Birth Date______4/10/1996______ Student ID#___304236____

Attending School___Mid-County High School___ Case Manager___Jory Hamish__________________

Anticipated Exit Date__06/2014_______(mm/yy)

Summary of Student’s Academic Achievement and Functional Performance:

Alex is a 17 year old student with autism. He receives special education services in a Eugene area high school. At school, Alex receives instruction both in the classroom and in the community to improve his vocational, academic, and social skills. He is working toward a modified diploma. He is currently participating in community-based training in an office setting completing tasks such as data entry and spreadsheet development.

Alex reads grade level texts independently; however, he demonstrates deficits in reading comprehension and oral expression. In elementary and middle school, he participated in general education math course and maintained a B average. In high school, he received two years of Tech Math, opting out of standard courses of Algebra I, II, and Geometry.

After school, Alex works part-time at Office Depot entering numerical data to keep track of stock and services rendered by store staff.

Student’s Post-Secondary Goals:

Education and Training

After graduation from high school, Alex will enroll at ITT Technical Institute (a technical school and take a business math class to improve his work related math skills and to advance his career in business.

Employment

After finishing high school Alex will increase his work hours from 10 hours per week to 20 hours per week in the business department of a local office supply store with temporary supports provided through Vocational Rehabilitation.

Independent Living

Upon completion of high school, with the assistance of the Springfield OVRS Office, Alex will develop better communication skills with supervisors.

Recommendations to Assist Student in Meeting Post-Secondary Goals:

Contact should be made at the Springfield OVRS Office to determine Alex’s Counselor. That person should be in close contact with the place of business.

Communication: Alex knows that at times his speech is not understood by people he does not know, so sometimes he avoids talking to people he does not know well. One person in authority should be designated his "friend" so that he can communicate freely with that person, especially about issues of safety.

Self- direction: He is diligent and methodical in completing the varied tasks assigned to him.

Work Skills: His behavior is appropriate at work and he has expressed that he likes working. He is punctual each day, and he is willing to stay late when needed. Alex is detail-oriented and reviews each column of numbers several times before moving on to type another column. This results in slower production rates in comparison to other workers who complete similar tasks.

Interpersonal Skills: Alex may be intimidated by people in authority because he knows that they have the ability to fire him, a fact that his teachers at school presented during a unit about behavior in the workplace. Alex has perseverated on this fact, making him afraid to talk to people in authority. Alex should be encouraged to have good communication with people in authority and he should be assured that his job is not easily in jeopardy.

Name/Title:___Sara Whittington/Case Manager___________ Phone:____541-123-4567____________

School:______Mid-County High School__________________ Date:______4/17/2014_______________