A summary of performance (“SOP”), generally refers to a summary of the student’s academic achievement and functional performance, which includes recommendations on how to assist the student with a disability in meeting the student’s postsecondary goals. An SOP is required for the student whose eligibility under special education terminates due to graduation from secondary school with a regular high school diploma or due to exceeding the age of eligibility for FAPE.
The SOP must consider the views of the parent, the views of the student, and written recommendations for adult service agencies (such as the Department of Assistive and Rehabilitative Services) on how to assist the student in meeting postsecondary goals.
An evaluation must be included as part of the SOP for students graduating based on:
Completion of the credit requirements for graduation under the Foundation High School Program or the Minimum High School Program through courses, one or more of which contain modified curriculum;
Satisfactory performance on required state assessments, unless the ARD Committee has determined that satisfactory performance on the assessments is not necessary for graduation; and
Completion of the individualized education program. See [GRADUATION] and [REVIEW OF EXISTING EVALUATION DATA].
When the SOP will be completed may vary depending on the student’s post-secondary goals, but must be completed no later than the final year of a student’s high school education. The SOP is critical as a student transitions from high school to higher education, training and/or employment. Students may share their SOP with colleges, adult agencies, vocational and rehabilitative centers, employers, and others. The SOP helps entities identify services and accommodations the student may require in the classroom, the workplace, or the community. In some instances, it may be most appropriate to wait until the spring of a student’s final year to provide an entity, agency, or employer the most updated information on the performance of the student.
The completion of the SOP may require the input of the student’s special education teacher, regular education teacher, school psychologist, or related service personnel. The SOP should include information about the student, including the most recent formal and informal assessment reports that document the student’s disability and provide information to assist in post-high school planning. The SOP should also provide information about the student’s performance in at least three areas: functional, academic, and cognitive. The SOP should identify, if applicable, the accommodations, modifications, assistive technology, or general areas of need that were essential in high school to assist the student in making progress and which are needed for the student to be successful in a post-high school environment.
Campus Special Education Personnel will meet with the student and parent prior to the student’s annual ARD to explain and discuss the SOP and solicit the student and parent’s input. The student’s contribution to the SOP can help the student better understand the impact of his/her disability on academic and functional performance in the postsecondary setting. The student will be given a copy of the SOP at the student’s final annual ARD Committee meeting.
The District will maintain documentation requirements of compliance associated with Texas Student Data System (TSDS), Public Education Information Management System (PEIMS), and State Performance Plan (SPP). District staff will provide training, with follow up, to ensure the documentation required is in place and compliant.
Documentation of Meetings to Complete SOP
Summary of Performance Document
Graduation ARD document
ARD/IEP
Documentation for the state in TSDS, PEIMS, and SPP
Secondary Transition Guidance-Texas Education Agency
OSEP Letter to Green-Churchwell (Oct. 19, 2007) - U.S. Department of Education
OSERS Questions and Answers on Secondary Transition (Revised 2011) - U.S. Department of Education
Board Policy EHBAA; 34 CFR 300.305(e); 19 TAC 89.1070