Summary of Performance

The Summary of Performance (SOP) is for students with an Individualized Education Programs (IEPs) as they prepare to leave high school. It provides a summary of the student's academic achievements, functional performance, and recommendations for post-secondary success.

The Summary of Performance (SOP) is typically prepared by a team of educators and specialists who have worked closely with the student. It is created during the final year of high school (senior year). In most cases, it is developed during the last IEP meeting before graduation or exit.

Creating a SOP Document

A SOP Document has the following sections

Student Information

The following table shows details of all the fields that are needed to build a Student Profile.

Field Name	Description	Data Flow	Source
Student	Name of the student for whom the meeting has been called	In	This information is auto-populated based on the student records.
STN	Student Test Number	In	This information is auto-populated based on the student records.
Birth Date	Date of Birth of the student to determine the age	In	This information is auto-populated based on the student records.
School	The name of the school in which the student is currently enrolled	In	This information is auto-populated based on the student records.
Current Grade	The class/grade in which the student is currently enrolled	In	This information is auto-populated based on the student records.

Field Name	Description	Data Flow	Source
Primary Disability	Specifies the initial disability diagnosed by the student, which determines the necessary accommodations and services.	In	This information is auto-populated based on the student records.
Secondary Disability	Specifies the additional disability diagnosed in the student, which determines the necessary accommodations and services.	In	This information is auto-populated based on the student records.
Address	Student’s postal address	Out	Entered by the administrator or staff creating this report.
Personal Email	Student’s personal email	In	This information is auto-populated based on the student records.
Anticipated Date of Graduation	The expected date on which the student is most likely to graduate.	In	This information is auto-populated based on the student records.

When the page loads, all mandatory fields in this section are marked with a pink background.

At the time of form submission, if they are not filled in, they will be shown with a pink background.

Perception of My Disability

Perception Aspect	Description	Data Flow	Source
Strengths	NA	Out	Entered by the administrator or staff creating this report.
Interests	NA	Out	Entered by the administrator or staff creating this report.
Preferences	NA	Out	Entered by the administrator or staff creating this report.
Challenges	NA	Out	Entered by the administrator or staff creating this report.
Parents' Vision and Concerns	NA	Out	Entered by the administrator or staff creating this report.
Student’s Concerns	NA	Out	Entered by the administrator or staff creating this report.
My Disability	NA	Out	Entered by the administrator or staff creating this report.
Areas of Present Levels for Diploma Track Students	NA	Out	Entered by the administrator or staff creating this report.

For the Background Information, and Synthesized Summary and Conclusions sections, the details can be captured as written text in the space provided alongside the field. The text field also supports spell check on the inserted text.

You can also import the text from another document using the Statement Bank Icon (). Alternatively, click the Speak Text Icon () to record a voice-over narration.

Supports and Accommodations

Select from the following Daily Accommodations

Daily Accommodations or Exemptions allowed to the student

Student does not require any accommodations.
Student is provided with additional breaks.
Student is provided a Braille test format: UEB and/or UEB with Nemeth Contracted, Standard for All Grades.
Student works best in a small group.
Student is provided use of special furniture or equipment for viewing classroom materials.
Student is provided access to sound amplification system.
Student is provided to use assistive technology to magnify/enlarge.
Student is provided to use acetate film for paper materials.
Student is provided headphones to block out distractions (no music, headphones are sound-dampening only).
Student is provided access to a scribe.
Student is allowed to use alternative indication of response (e.g., circle, point to, state, or use an assistive technology device to indicate answer choice).
Student is provided preferential seating.
Student is provided special lighting conditions.
Student is provided access to own resources (like, bold print protractor, real coins, bold/raised line graph paper, bold/raised line writing paper).
Student is allowed to use lined paper turned sideways to help align math problems.
Student is provided to low-tech assistive writing instrument.
Student may use Scratch/blank paper (including lined or graph paper).
Student has use of an approved, bilingual word-to-word dictionary for classwork, homework, and assessments.
Student is permitted to read aloud to themself.
Student has the use of a calculator in classwork, homework, and assessments.
Student is provided with extra time.
Student is provided access to assistive technology device(s).
Student is provided word completion.
Student is provided a “Hundreds” Chart for mathematics classwork, homework, and assessment.
Student is provided a Multiplication Table for mathematics classroom, homework, and assessment.
Student is provided sign language.
Student is provided color contrast for visual accessibility.
Student is provided access to large print paper version of the text.
Student is provided a paper format for electronic items.
Student is provided access to speech-to-text.
Directions and content are read aloud to the student (text-to-speech).
Directions and content are read aloud to the student (human reader).
Directions and content were signed to the student.

Select either the first option, ‘Student does not require any accommodations’
Or select accommodations that apply from the rest of the list.

Perception Aspect	Description	Data Flow	Source
Description of Additional Accommodations Provided	NA	Out	Entered by the administrator or staff creating this report.
What Works for Me	NA	Out	Entered by the administrator or staff creating this report.

For the Background Information, and Synthesized Summary and Conclusions sections, the details can be captured as written text in the space provided alongside the field. The text field also supports spell check on the inserted text.

You can also import the text from another document using the Statement Bank Icon (). Alternatively, click the Speak Text Icon () to record a voice-over narration.

Post-School Goals

Perception Aspect (Summary of Transition Assessments)	Description	Data Flow	Source
Working (Regarding Employment)	NA	Out	Entered by the administrator or staff creating this report.
Learning (Regarding Education and Training)	NA	Out	Entered by the administrator or staff creating this report.
Living (Regarding Independent Living)	NA	Out	Entered by the administrator or staff creating this report.

For the Background Information, Synthesized Summary, and Conclusions sections, the details can be captured as written text in the space provided alongside the field. The text field also supports spell check on the inserted text.

You can also import text from another document using the Statement Bank Icon. Else, click the Speak Text Icon () to record a voice-over narration.