Portfolio Supplemented
SUMMARY OF PERFORMANCE
Student Name:
DOB:
Primary disability: _______________________
Exit Date:
Date form Completed:
Secondary disability: _______________________
Permanent Address:
Street
Permanent Phone:
Town/City
Cell #:
Zip Code
Email:
Name person completing this form:
Phone
To obtain a copy of transcripts, contact the school guidance office at:
To obtain copies of special education documentation, contact the Office of Special Education at:
Student’s Post-secondary Goals: (from IEP)
Summary of Student’s Academic Achievement and Functional Performance:
Recommendations to Assist Student in Meeting Post-secondary Goals:
I have received a copy of the Summary of Performance and have reviewed its contents with the primary Special
Education Provider.
_____________________________
_______ _
________________________________
_______
Student Signature
Date
Parent Signature
Date
This form is used to:
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Comply with the new requirement for a “Summary of Performance” in IDEA 2004, Sec. 614(c)(5)(B)(ii).
The Summary of Performance:
a. Provides information to students who are graduating with a regular diploma to assist them in meeting their postsecondary goals; and
b. Provides information to students who are leaving school because they exceed the age of eligibility for a free
appropriate public education (end of school year in which they turn 21) to assist them in meeting their post-secondary
goals.

IDEA 2004 does not explicitly require a Summary of Performance for students who are leaving school before the end of their
entitlement period due to graduation with a modified diploma or another diploma or certificate. CDE recommends that school
districts provide a Summary of Performance for these students also.
Directions (the following elements MUST be present in order to utilize the Portfolio Supplemented Summary of
Performance format):
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Maintain a systemic schoolwide practice that helps students to create a transition portfolio representative of all
transition related matters 9th grade through 12th (exit).
Provides a transition portfolio that clearly represents the current levels of performance related to academic,
cognitive and functional performances.
Clearly outlines recommended supports/accommodations/modifications/assistive technology/etc… related to
post high school success.
Provides clear documentation related to interagency linkages including contact information for agencies the
student is currently linked with and or may need to access in the future.
Provides clear evidence of assessment data/reports, most recent triennial IEP, most recent IEP, current student
resume (including work history and references), as well as all career interest inventory results and transition
related assessment information.
1.
List the student’s post-secondary goals from the student’s most current IEP.
2.
Write a summary of the student’s academic achievement and functional performance. This statement may include:
 How the student’s disability has affected the student’s academic achievement and functional
performance;
 The student’s academic and functional strengths;
Academic Achievement & Cognitive Performance
This should include reading, math, writing, and other related academic skills as well as general ability, problem solving
skills, attention, and organization. What are the student’s present levels? Include: strengths, needs, necessary
accommodations, modifications, assistive technology, etc. Remember that the purpose of the document is to help that next
service provider to better understand how to help the student. What do you think is the most relevant information to convey?
Informational prompts for this section may include but are not limited to:
 Reading (Basic reading/decoding; reading comprehension; reading speed)
 Math (Calculation skills, math problem solving)
 Written Language (Written composition, written expression, spelling)
 Learning styles/other (Class participation, note taking, keyboarding, organization, homework
management, time management, study skills, test-taking skills)
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General Ability and Problem Solving (Reasoning/processing
Attention and Executive Functioning (Energy level, sustained attention, memory functions, processing
speed, impulse control, activity level)
Functional Performance
This could include present levels for Social/Interpersonal/Behavior Skills, Independent Living Skills, Self
Care/Personal Hygiene, Environmental Access/ Motor & Mobility Skills, Self-Determination/ Advocacy/Direction,
Communication, Career & Vocational, Work Tolerance/Work Skills, and Recreation and Leisure skills. Informational prompts
for this section may include but are not limited to:
 Social Skills and Behavior (Interactions with teachers/peers, level of initiation in asking for assistance,
responsiveness to services and accommodations, degree of involvement in extracurricular activities, confidence
and persistence as a learner, emotional or behavioral issues related to learning and/or attention)
 Communication (Speech/language, augmentative communication)
 Independent Living Skills (Renting, personal safety, personal/public transportation, banking, budgeting)
 Self Care/Personal Hygiene (Personal needs care, appropriate dress, odor and use of common toiletries,
health, and health related resources)
 Environmental Access/Mobility (Assistive technology, mobility, assistive transportation)
 Self: Determination/Advocacy/Direction Skills (Ability to identify and articulate post-secondary goals, learning
strengths and needs, ability to ask for assistance with learning and independence, follow directions, identify
logical steps necessary to reach goals, complete tasks, work independently, ask for assistance when necessary,
use feedback to improve or correct work performance, initiate work activity, make decisions independent of
others)
 Career/Vocational/Transition (Career interests, career exploration opportunities, job-training opportunities)
 Work Tolerance/Work Skills (The capacity to meet the physical and psychological demands of work and to
learn and perform job tasks such as: work for an eight hour day, work for eight hours if given breaks needed for
disability, perform work requiring frequent lifting and carrying, sit or stand for more than 2 hours, handle the
pressure of a work routine, establish adequate working relationships, maintain attention to a task for a
reasonable amount of time, concentrate on a task despite distractions of the work place, follow written
instructions, verbal instructions, and remember directions. Does information need to be repeated?)
 Recreation and Leisure Skills (Indoor entertainment, community social interaction, access to community
recreation, outdoor recreation, social circles for entertainment, hobbies, interests and extra curricular
activities)
Additional helpful information if available may consist of:
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The results of the student’s most recent state or district assessments;
o The results of any college entrance examinations (e.g. SAT, ACT);
The results of the most recent special education evaluation of the student;
A description of any other exit document the student earned in high school (e.g. modified diploma, certificate of
attendance or achievement);
o Any honors or special awards the student achieved in high school; and
o Any vocational or extracurricular accomplishments of the student.
3.
Write any recommendations for assisting the student in meeting the student’s post-secondary goals after the student
exits from K-12 education. These recommendations may include:
 Recommendations for accommodating the student’s disability in the workplace or post-secondary education setting; and
 Recommendations for assisting the student to achieve the student’s post-secondary goal(s).
 Contact information for agencies the student is currently linked to and those that may be of assistance in the near future.
4.
Ensure the student and the parent fully understand what is represented in the Summary of Performance and the
student’s portfolio. Make sure the Student has his/her portfolio, a copy of the Summary of Performance and any other related
documentation. Once these processes are complete, have the student and the parent/guardian sign the SOP and keep a copy in
the student records.