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Preparing for Life After High School: Summary of Performance
The Purpose of the Summary of Performance (SOP)
The purpose of a Summary of Performance is rooted in the intent of the word “summary.” The SOP is a written summary of the student’s academic achievement and functional performance along with recommendations concerning how to assist the student in meeting their postsecondary goals. The SOP should contain the most updated information on the performance of the student and include both the student’s abilities and aspirations.
Understanding the Legal Basis
The key provision of the Individuals with Disabilities Education Act (IDEA 2004) that impacts students with disabilities as they complete high school is found in §300.304. This section outlines essential requirements for the evaluation process, ensuring that planning and services are aligned with each student’s individual secondary transition needs as they move from secondary education to postsecondary life.
Language from IDEA 2004:
§300.304 Evaluation procedures.
(B) In case of a reevaluation of a child, whether the child continues to have such a disability, and the educational needs of the child;
(e) Evaluations before change in eligibility.
(1) Except as provided in paragraph (e)(2) of this section, a public agency must evaluate a child with a disability in accordance with §§300.304 through 300.311 before determining that the child is no longer a child with a disability.
(2) The evaluation described in paragraph (e)(1) of this section is not required before the termination of a child’s eligibility under this part due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for FAPE under State law.
(3) For a child whose eligibility terminates under circumstances described in paragraph (e)(2) of this section, a public agency must provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.
The SOP is discussed as part of evaluation procedures [34 CFR 300.305(e)(2)(3)]. The SOP is closely connected to the IEP, but it should be a separate document. Its purpose is to pull together and organize the most important information that will help support the student after they leave high school.
For the first time, IDEA 2004 (Indicator B14) also mandated that follow-up contacts be made with special education students one year after graduation, reaching maximum age, or dropping out of school. Since the Summary of Performance is one of the last things done with students before they leave Special Education, it should contain up-to-date postsecondary goals that will be addressed (measured) during the follow-up contacts.
Creating a Path Forward
The intent of the SOP is to provide crucial information to those assisting the student in reaching their postsecondary goals by providing a detailed and useful document that profiles the student. A well-written SOP can contribute to the student’s seamless transition to adulthood. The SOP must be completed during the final year of the student’s enrollment prior to their exit. This includes students who graduate with a standard diploma, as well as students who receive a locally determined certificate of completion, attendance, or achievement. For students who have reached graduation requirements but will continue a Free Appropriate Public Education (FAPE), (e.g.,18-21 Secondary Transition Services or a state approved program) the SOP is completed at the time of exit.
Breaking Down the SOP
Student Information
This section includes student contact and demographic information that can be helpful to future service providers. It also lists a school contact person. Having complete and up-to-date information is essential for successful follow-up. When filling out the top section of page one, make sure to address every line, print clearly or type, and double-check that all data is current and accurate. When listing the primary and secondary disabilities, be sure to use the exact terminology provided and include the correct numerical code for each disability.
|
Disability Terminology |
Disability Numerical Code |
|---|---|
|
Intellectual Disability |
01 |
|
Serious Emotional Disability |
03 |
|
Specific Learning Disability |
04 |
|
Hearing Impairment, including Deafness |
05 |
|
Visual Impairment, including Blindness |
06 |
|
Speech or Language Impairment |
08 |
|
Deaf-Blindness |
09 |
|
Multiple Disabilities |
10 |
|
Autism Spectrum Disorder |
13 |
|
Traumatic Brain Injury |
14 |
|
Orthopedic Impairment |
15 |
| Other Heal Impairment |
16 |
Required Information
|
SOP Required Information |
Description |
|---|---|
|
Postsecondary Goals |
Related to employment, education/training, and where appropriate independent living and community participation |
|
Academic Achievement |
Relevant knowledge and skill base (literacy, numeracy, personal finance, and learning skills; reasoning, communication, processing, etc.) |
|
Functional Performance |
Behavior across different environments (how student interacts with peers at school, in the community, at work, etc.). Includes self-care, mobility, self-determination, safety, and executive functioning skills (time management, organization, paying attention, self-monitoring, etc.) |
|
Recommendations for Supports |
Accommodations, modifications, adaptive devices, compensatory strategies and/or support services students will need to be successful in postsecondary settings |
|
Next Steps |
Recommendations for attaining postsecondary goals such as attending a college orientation session, visiting an Inclusive Post Secondary Education program, meeting with Disability Support Services at the college or Career Technology, keeping a file of current disability documentation, completing employment applications, applying for or continuing work with the Department of Rehabilitation Services (DVR), contacting the local Workforce, etc. |
The SOP is a crucial link between the student’s K-12 education (inclusive of 18-21 Secondary Transition Programs/Services) and postsecondary environments. It is highly recommended to collaborate with agencies essential to the student’s adult services when developing the SOP to ensure that the next steps for the student and family are accurate.
IDEA 2004 also mandated that follow-up contacts be made with special education students one year after graduation, reaching maximum age, or dropping out of school. Since the Summary of Performance is one of the last things done with students before they leave Special Education, it should contain the up-to-date post–high school goals that will be addressed (measured) during the follow-up contacts.
Student Input
Inviting students to share which supports and services have helped them succeed in high school, and which they believe will be important moving forward, provides valuable insight that ensures the SOP is personalized, relevant, and truly reflective of their needs and experiences.
Helpful Answers to Common Questions
Q. For which students is the Summary of Performance required and when should it be provided?
A. Students who are receiving special education services when leaving high school and who are leaving due to receiving a regular diploma, a locally determined certificate of completion, attendance, or achievement, or by reaching the maximum age of eligibility are required to have a Summary of Performance. Although information is gathered throughout the year, the SOP should ideally be provided to the student just prior to leaving the public education system.
Q. Do students who receive a GED require a Summary of Performance?
A. No, only those students who leave high school with a regular diploma, a locally determined certificate of completion, attendance or achievement, or by reaching maximum age of eligibility require a SOP. For student who receive a GED, Free and Appropriate Public Education (FAPE) has not ended, and they may return to continue special education or regular education services until 21.
Q. Do students who have been staffed out of special education during their senior year prior to graduation or who have dropped out require a Summary of Performance?
A. No, if special education services have ended prior to the student leaving the high school setting with a regular diploma, a locally determined certificate of completion, attendance or achievement, or by reaching the maximum age of eligibility, no SOP is required. If the special education student drops out, no SOP is required.
Q. Is the Summary of Performance part of the IEP?
A. No, the SOP is NOT a part of the IEP; it falls under the section of IDEA 2004 that determines the need for reevaluation prior to exiting special education.
Q. Can the student’s current IEP be the Summary of Performance?
A. No, the SOP is not regarded as the IEP and is clearly identified as a separate process from the IEP. If the SOP was intended to be part of the IEP, it is likely the reauthorization would have included it in the section of IDEA 2004 pertaining to IEP content. It is the current interpretation by CDE that this must be a separate document from the IEP.
Q. Who needs to be present when reviewing the Summary of Performance with as student and his/her family?
A. The primary service provider (case manager), the student and the parent are the only people required to review the SOP. This does not need to be a formal meeting, but documentation that the SOP has been reviewed and provided should be obtained. This can be done by collecting signatures on the SOP. (The CDE recommended SOP form includes this)
Q. Are new assessments required to complete the Summary of Performance?
A. No, IDEA 2004 clearly indicates that schools have NO obligation to provide assessment solely for the identification or eligibility for other agencies or services not related to K-12 education.
Q. If a student has not met all their IEP goals and objectives, does this influence the Summary of Performance?
A. No, the SOP is provided when the student approaches the termination of Free and Appropriate Public Education (FAPE) and therefore is based on the attainment of the diploma, a locally determined certificate of completion, attendance or achievement, or the reaching of maximum age of eligibility; the student’s progress on IEP goals and objectives is not a factor.
Q. What is the process for students who receive a locally determined certificate of completion, attendance, or achievement, or leave high school without documentation and do so prior to reaching the maximum age of eligibility?
A. Students who leave high school under the circumstances above must have an eligibility review meeting to establish the change in eligibility. A student may continue to qualify for special education but choose to leave the public education system. It is important to note that for these students, Free and Appropriate Public Education (FAPE) has not ended, and they may return to continue special education or regular education services until age 21. However, best practice would indicate providing the student with appropriate documentation which should include a SOP.
Q. Is a Summary of Performance required for students who are expelled?
A. No, students who are expelled and have an IEP are still entitled to Free and Appropriate Public Education (FAPE) and therefore shall not receive a SOP until they have either received a regular diploma, a locally determined certificate of completion, attendance or achievement, or reached the maximum age of eligibility.
Understanding SOP Requirements Through Exit Scenarios
Refer to the Exiting Students and Summary of Performance flowchart for a visual guide to the required documentation and procedures based on the different ways students with IEPs may exit the high school setting.
Exiting Student and Summary of Performance Flowchart
Does the student with an IEP exit the public school system?
(A change in eligibility may occur depending on how the student exits.)
Exit Option #1
Eligibility ends when the student leaves due to graduation with a regular diploma or reaching the maximum age of 21.
The school must provide the student with a Summary of Performance
[34 CFR 300.305(e)(2)(3)]
Exit Option #2
Eligibility does NOT end when a student leaves with anything other than a regular diploma before reaching the maximum age of 21
Eligibility Review is required prior to the end of the student's right to FAPE
If review determines student will exit, complete Summary of Performance [34 CFR 300.305(e)(1)]
Exit Option #3
Eligibility does NOT end for students who drop out of high school or leave not known to be continuing
BEST PRACTICE: Maintain relevant documentation in student file. Student is eligible to return for completion prior to maximum age of 21
[34 CFR 300.102(a)(3)(iv)]
Leaving with Purpose, Moving Forward with Support
The Summary of Performance (SOP) is more than a required document. It is a vital bridge between a student’s K–12 experience and their postsecondary life. By compiling meaningful, updated, and individualized information about a student's academic achievement, functional performance, and needed supports, educators equip students and their families with the tools they need to advocate for themselves and access appropriate services in college, training programs, employment, and independent living. Providing this essential documentation ensures that each student’s strengths, needs, and goals are clearly communicated to the next set of support systems. A thoughtfully completed SOP helps ensure continuity, promotes independence, and supports a smoother transition to adult life.