Purpose:
The Summary of Performance (SOP) is required under the re-authorization of the IDEA 2004. The language as stated in IDEA 2004 regarding SOP is as follows:
For a child whose eligibility under special education terminates due to graduation with a regular diploma, or due to exceeding the age of eligibility, the local education agency “shall provide the child with a summary of the child’s academic and achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s post-secondary goals”
IDEA 2004 does not explicitly require a Summary of Performance for students who are leaving school before the end of their entitlement period due to graduation with a modified diploma or certificate. ODE recommends that school districts provide a Summary of Performance for these students also.
The Summary of Performance with the accompanying documentation is important to assist the student in the transition from high school to higher education, training and/or employment. This information is necessary under section 504 to help establish a student’s eligibility for reasonable accommodations and supports in post-secondary settings. It is also useful for Vocational Rehabilitation Comprehensive Assessment process. The information about students’ current level of functioning is intended to help post-secondary institutions consider accommodations for access. These recommendations should not imply that any individual who qualified for especial education in high school will automatically qualify for services in the post-secondary education or the employment setting. Post-secondary settings will continue to make eligibility decisions on a case-by case basis.
The SOP is most useful when linked with the IEP process and the student has the opportunity to actively participate in the development of this document.
The SOP must be completed during the final year of a student’s high school education. The timing of completion of the SOP may vary depending on the student’s post-secondary goals. If a student is transitioning to higher education, the SOP with additional documentation, may be necessary as the student applies to a college or university. Likewise, this information may be necessary as a student applies for services from state agencies such as vocational rehabilitation. In some instances, it may be most appropriate to wait until spring of a student’s final year to provide an agency or employer the most updated information on the performance of the student.
Summary of Academic and Functional Performance:
This section includes two critical areas: Academic and Functional levels of performance. Next to each specified area, please complete the student’s present level of performance and the accommodations, modifications and assistive technology that were essential in high school to assist the student in achieving progress. Please select fields that pertain to the individual student. Select the “other” field for areas not applicable to the student.
An Accommodation is defined as support or service that is provided to help a student fully access the general education curriculum or subject matter. Students with impaired spelling or handwriting skills, for example, may be accommodated by a note-taker or permission to take class notes on a laptop computer. An accommodation does not change the content of what is being taught or the expectation that the student meet a performance standard applied for all students.
A Modification is defined as a changed to the general education curriculum or other material being taught, which alters the standards or expectation for students with disabilities. Instruction can be modified so that the material is presented differently and/or the expectations of what the student will master are changed. Modifications are not allowed in most post-secondary education environments.
Assistive Technology is defined as any device that helps a student with as disability function in a given environment, but does not limit the device to expensive or “high-tech” options. Assistive technology can also include simple devices such as laminated pictures form communication, removable highlighter tapes, Velcro and other “low-tech” devices.
The completion of this section may require the input from a number or school personnel including the special education teacher, regular education teacher school psychologist or related services personnel. However, the case manager is responsible for gathering, organizing and completing the information required on the SOP.
Summary of Student’s Academic Achievement and Functional Performance:
Academic Performance:
Reading includes:
Basic reading/decoding
Reading comprehension
Reading speed
Math includes:
Calculation Skills
Algebraic problem solving
Quantitative reasoning
Language includes:
Written expression
Expressive and receptive language skills
Speaking
Spelling
Functional Performance:
Independent Living Skills includes:
Self-care
Leisure skills
Personal safety
Transportation,
Banking
Budgeting
Self-Determination/Self-Advocacy includes:
Ability to identify and articulate post-secondary goals
Learning strengths
Needs
Self Management includes:
Interactions with teachers/peers
Level in initiation in asking for assistance
Responsiveness to services and accommodations
Degree of involvement in extra-curricular activities
Confidence and persistence as a learner
Class participation
Note taking
Keyboarding
Organization
Homework management
Time management
Study skills
Test-taking skills
Career (Vocational/Employment) includes:
Career interests
Career exploration
Job training
Employment experiences
Career supports
Student’s Post-secondary Goals:
List the student’s immediate (within first several years) post-secondary goals from the student’s most current IEP. Answer the THREE BIG QUESTIONS:
What does the student want to DO beyond high school (post-secondary education, employment, military)?
Where and how does the student want to live?
How does the student want to take part in the community (transportation, recreation/leisure)?
If employment is the primary goal, what are the top three job interests? Specify job interests NOT long-term career goals.
Recommendations to assist the student in meeting post-secondary goals:
This section should present suggestions for accommodations that enhance access in a post high school environment including higher education, employment, independent living, and/or community involvement:
Adaptive devices
Assistive services compensatory strategies
Collateral support services
Only complete those areas relevant to the student’s post-secondary goals.