Summary of Performance (SOP)

Following fields will get auto-populated: Student Name, Date of Birth, Age, and Most Recent IEP Date.

Enter applicable responses to the following fields: Person Completing SOP, Title, School, and Summary Completion Date.

Select whether the parent Will Sign Paper Copy.

Part I: Background Information

Complete this section as specified. Please note this section also requests that you attach copies of the most recent formal and informal assessment reports that document the student’s disability or functional limitations and provide information to assist in post-high school planning.

Following fields will get auto-populated: Disability, Street Address, Primary Language, Phone #, and Current School.

Enter the Grad Year/Exit:

Capture the responses in the given textbox for the following question: If English is secondary language, (English Language Learner), what services were provided:

Check and include the most recent copy of assessment reports that you are attaching that diagnose and clearly identify the student’s disability or functional limitations and/or that will assist in postsecondary planning. Use the browse function to select and add the relevant file.

And select the applicable focus/problem areas from the displayed options.

Part II: Student’s Postsecondary Goals

Capture the responses in the given textbox for the following questions, in the given format.

1. Postsecondary Career/Employment Goal(s): After high school <Student Name>, I will…

2. Postsecondary Education/Training Goal(s): After high school <Student Name>, I will…

3. Postsecondary Independent Living Skills (ILS)/Community Participation Goal(s): After high school <Student Name>, I will…

4. If employment is the primary goal, the top three job interests:

Part III – Summary 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 indicate any section that is not applicable.

1. ACADEMIC CONTENT AREA

   1. Reading

   2. Math

   3. Written Language

   4. Learning Skills

2. COGNITIVE AREAS

   1. General Ability/Problem Solving

   2. Attention/Executive Functioning

   3. Communication

3. FUNCTIONAL AREAS

   1. Social Skills and Behavior

   2. Independent Living Skills

   3. Environmental Access/Mobility

   4. Self-Determination/Self-Advocacy Skills

   5. Career-Vocational/Transition/Employment

   6. Additional Important Considerations

Part IV: Recommendations to Assist in Student Meeting Postsecondary Goals

This section should present suggestions for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services to enhance access in a post-high school environment, including higher education, training, employment, independent living and/or community participation.

Capture the responses in the given textbox for the following questions.

What are the essential accommodations, assistive technology or general areas of need that the student will require to enhance access in following post-high school environments (only complete those relevant to the student’s postsecondary goals).

List of Postsecondary Goals:

• Higher Education or Career-Technical Education

• Employment

• Independent Living

• Community Participation

Part V: Student Input (Highly Recommended)

This section is highly recommended to be completed with the student or by the student to help them better understand their strengths and needs for any support in the form of accommodations. The student should complete the section because it will help them communicate their needs more effectively in the future.

Capture the responses in the given textbox for the following questions:

1. How does your disability affect your schoolwork and school activities (such as grades, relationships, assignments, projects, communication, time on tests, mobility, extra-curricular activities)?

2. In the past, what supports have been tried by teachers or by you to help you succeed in school (aids, adaptive equipment, physical accommodations, other services)?

3. Which of these accommodations and supports has worked best for you?

4. Which of these accommodations and supports have not worked?

5. What strengths and needs should professionals know about you as you enter the postsecondary education or work environment?