Summary of Performance (SoP)
The Summary of Performance (SoP) is required under the reauthorization of the Individuals with Disabilities Education
Act of 2004. The information about the student’s current level of functioning is intended to help postsecondary
institutions consider accommodations for access. These recommendations should not imply that any individual who qualified for special education
services in high school will automatically qualify for services in the postsecondary education or the employment setting. Postsecondary
settings will continue to make eligibility decisions on a case-by-case basis. Districts must send a PR-01 with this document.
The Summary of Performance is most useful when linked with the IEP process and the student has the opportunity to actively participate in the development
of this document.
Part 1: Background Information
Date______________________
School District: __________________________ High School: ____________________ Address: ___________________________________________
Student Name: _____________________________________________ Date of Birth: _______________ Graduation/Exit Date: ________________
Home Address: _______________________________________________________________________ Phone Number: ____________________
(Street)
(Town, State)
(Zip code)
Student’s Primary Disability: _____________________________ Secondary Disability: _________________________________
(Official diagnosis of disability is necessary for accessing services under the Americans with Disabilities Act—see Assessment Reports below)
Primary Language: _______________________________ If English is not the student’s primary language, what services were provided for this student
as an English Language Learner? __________________________________________________________________________________
Assessment Reports: Check and attach the most recent copy of assessment reports that clearly identify the student’s disability or functional limitations
and that will assist in postsecondary planning. Agencies may need you to attach the student’s most recent ETR and/or IEP.
Psychological/cognitive
Response to Intervention (RTI)
Adaptive behavior/FBA
Behavioral analysis
Neuropsychological
Language/proficiency
Social/interpersonal skills
Classroom observations
Medical/physical
Reading assessments
Assistive technology
Community-based assessment
Achievement/academics
Communication
Self-determination
Career/vocational assessment
Informal assessment (specify): _______________________________________________________________________________________________
Other (specify): ___________________________________________________________________________________________________________
DEFINITIONS
Accommodations = Provide access to the general education curriculum or subject matter but does not change the amount or complexity of the information taught to the child.
Accommodations are changes made in the way materials are presented or in the way children demonstrate learning with the expectation that the child will reach the
content standard set for all children.
Modifications = Alter the course content that will be taught to the child and the expectations for achievement of grade level indicators. The child being taught something
different or being taught the same information but with the complexity of the material significantly altered from that being taught to the child‘s same age and grade level
peers.
Assistive Technology (AT) = Any device or service that directly assists a child with a disability to increase, maintain, or improve the functional capabilities.
Supports = Connections or coordination with outside agencies, personnel or other services or supports used in high school.
Adapted from:
CESA #11 in cooperation with Wisconsin DPI
Council for Educational Diagnostic Services, a Division of CEC
May 2014
1
Part 2: Measurable Postsecondary Goals: This section states the student’s specific measurable postsecondary goal(s). A goal must be written for education
and training, employment and, where appropriate, independent living. These can either be written as one combined goal or separate goals.
Postsecondary
Goal Area
Education
and Training
NA
Measurable Postsecondary Goal
Employment
Independent
Living, where
appropriate
Part 3: Summary of Performance: This section includes information on academic achievement and functional levels of performance. Next to each
specified area, complete the student’s present level of performance and the accommodations, modifications, assistive technology, and supports that were
effective in high school to assist the student in achieving progress.
Academic Achievement and
Functional Performance
*Present Level of Functional
Performance is information that is
considered in making decisions about
disability determination and needed
accommodations.
Present Level of Performance
(descriptive summary of grade
level and skills, strengths,
preferences, needs,
and interests).
Statement of IMPACT
(include information that
describes the impact that the
student’s disability has on
functioning in each area).
Accommodations, Assistive
Technology, and Supports
(Include those used in high
school by student and determined
effective).
Reading (basic reading, decoding,
comprehension and fluency)
Math (calculation, algebraic problem solving,
quantitative reasoning)
Written Language (written expression, spelling)
Functional Performance*
(Please address any of the following that apply):
 General ability and problem solving
 Attention and organization
 Learning styles
 Communication
 Social skills and behavior
 Independent living
 Environmental access and mobility
 Self-determination and self-advocacy
 Career, vocational, transition, and employment
 Considerations that may assist in making decisions
about disability determination and accommodations
Adapted from:
CESA #11 in cooperation with Wisconsin DPI
Council for Educational Diagnostic Services, a Division of CEC
May 2014
2
Part 4: Recommendations to assist the student in meeting measurable postsecondary goal(s) (see Part 2): This section presents recommendations
for accommodations, adaptive devices, assistive services, compensatory strategies, and/or support services to enhance access and participation in
measurable postsecondary goals.
Recommendations
Contact Information – name and/or title, phone
number, address, e-mail of person or agency
Postsecondary
Education
Career-Technical
Education
Employment and
Training
Independent Living
Community
Participation
Part 5: Student Perspective
A. How does your disability affect your schoolwork and school activities (grades, relationships, assignments, projects, communication, time on tests,
mobility, extra-curricular activities)?
B. 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)?
C. What accommodations and supports have worked best for you?
D. What accommodations and supports have not worked?
E. What strengths and needs should professionals know about you as you enter the postsecondary education or the work environment?
Adapted from:
CESA #11 in cooperation with Wisconsin DPI
Council for Educational Diagnostic Services, a Division of CEC
May 2014
3