Discontinuing Special Education Services

Summary of Performance

A Summary of Performance (SOP) is required under the reauthorization of the IDEA for a student whose eligibility for special education services terminates due to graduation with a South Carolina High School Diploma, completion of the High School Employability Credential, or due to exceeding the age of eligibility. The district must provide the Parent, Guardian, Age of Majority Student with a summary of the student’s academic achievement and functional performance which must include recommendations on how to assist the student in meeting the student’s postsecondary goals (34 CFR § 300.305(e)(3)). The purpose of the SOP is to transfer critical information that leads to the student’s successful participation in postsecondary settings. It includes a summary of the achievements of the student with current academic, personal, and career/vocational levels of performance.

The SOP is intended to assist the student in transitioning from high school to higher education, training and/or employment. This information is helpful under Section 504 and the Americans with Disabilities Act (ADA) in establishing a student’s eligibility for reasonable accommodations and supports in postsecondary settings. It is also useful for the Vocational Rehabilitation Comprehensive Assessment process. However, recommendations in a student’s SOP do not assure that an individual who qualified for special education in high school will automatically qualify for accommodations in a postsecondary education or employment setting.

The SOP must, at a minimum, address the following:

• Academic achievement: Information on reading, math, and language grade levels, standardized scores, or strengths.


• Functional performance: Information on learning styles, social skills, independent living skills, self-determination, and career/vocational skills.


• Recommendations: Team suggestions for accommodations, assistive services, compensatory strategies for postsecondary education, employment, independent living, and community participation.

Since the SOP must be provided to the student with a disability whose eligibility terminates due to graduation or age, it is reasonable to conclude that the SOP must be completed and provided to the student by the end of the final year of a student’s high school education. That does not mean, however, that it cannot be completed and provided to the student prior to graduation. For students at high schools that operate on a block schedule, or students completing requirements during the first semester of school, the SOP should be completed through the IEP meeting process prior to the end of the first semester. Completing the SOP at this time is most appropriate in that both the IEP team members and the student’s information would be familiar and current. The timing of completion of the SOP may vary depending on the student’s postsecondary goals. If a student is transitioning to higher education, the SOP may be necessary when the student applies to a college or university. Likewise, this information may be necessary as a student applies for services from state agencies such as Vocational Rehabilitation. In some instances, it may be most appropriate to wait until the end of a student’s final semester of eligibility for special education and related services to provide an agency or employer the most updated information on the performance of the student.

Upon the student graduating with the Employability Credential, the Individualized Education Program (IEP) team must complete a Summary of Performance (SOP) and a Prior Written Notice (PWN). The SOP and PWN (Other Relevant Factors section) should include a statement conveying that the student plans to exit high school before earning a high school diploma, but that he or she may return to school to meet his or her postsecondary goals, work on functional skills, or earn a high school diploma until their twenty-first birthday (34 C.F.R. Section 300.530(d).

The Summary of Performance document will be completed in conjunction with an IEP meeting to ensure that the contents of the summary are explained to the Parent/Guardian/ Age of Majority Student. Thus, a Notification of Meeting document must be provided to the Parent/Guardian/Age of Majority Student prior to the review of this information, and all required IEP team participants must be present.

Prior to the IEP meeting, the Case Manager will complete the draft Transition Summary of Performance document to present at the meeting for team discussion. To complete the Transition Summary of Performance in the Enrich system, the user will first select the student. Once within the student record, the user will click "Add Action" from within the blue student bar, followed by selecting “Summary of Performance” from the dropdown list.



Users will then select either "Graduation from high school" or "Other" as the reason, and click Next.

Part 1: Student Information

The user will first be prompted to provide the “Projected Exit/Completion Date.” The “Projected Exit/Completion Date” field will reflect the student’s last date of required attendance following the completion of graduation requirements (for students working toward a South Carolina High School Diploma), or the last date of attendance (for students aging out of eligibility under the IDEA provision and who are no longer eligible for Special Education Services). For example, for students who may be completing graduation requirements during the first semester of the school year and will no longer be attending school, the “Projected Exit/Completion Date” will reflect the end date of the first semester. For students who may be completing graduation requirements/aging out at the end of the current school year, the “Projected Exit/Completion Date” will reflect the end date of the school year.

The user will then enter the name of the person completing the form, and the appropriate contact information for requesting transcripts or copies of special education records.


The user will then list all of the student documentation that is attached and will be provided with the Summary of Performance. This documentation might include, the student's most recent IEP, assessment documentation, psychological reports, interest inventories, or any documentation related to eligibility or associate with the attainment of post high school goals.

Part 2: Student's Post-Secondary Goals

The user will enter an education/training goal, employment goal, and if applicable an independent living goal.

Part 3: Summary of Performance

The user will then enter the student's current level of performance in the following three areas: Academic, Cognitive, and Functional. The Accommodations/Modifications and/or assistive technology used routinely in high school will also be documented. Areas of strength will be indicated by selecting "Yes", and areas of limitation will indicated by selecting "No". The "Description of performance" must contain supporting data.


Users will respond to the following areas:

Academic
• Reading (includes decoding, fluency, comprehension, functional reading skills [ i.e. survival words/environmental print])


• Math (includes calculations, applications, functional math skills [ i.e. budgeting, scheduling])


• Written Language (includes information related to both written expression and spelling)


• Learning Styles and Needs (includes class participation, organization, homework management, time management, study skills, test-taking skills, attention, keyboarding, executive functioning skills)
  
  Cognitive
• General Ability and Problem Solving (includes reasoning/processing)


• Attention and Executive Functioning (includes energy level, sustained attention, memory functions, processing speed, impulse control, activity level)


• Communication/Language (includes speech/language and assisted communication)


• Essential accommodations/modifications and or assistive technology utilized and why needed.
  
  Functional
• Social/Interpersonal Behavior or Skills (includes (Interactions with others, emotional or behavioral issues related to learning and/or attention)


• Independent Living Skills (includes self-care, leisure skills, personal safety, personal hygiene, transportation, banking, budgeting)


• Environmental Access/Mobility (includes assistive technology, mobility, transportation)


• Self-Determination and Advocacy (includes ability to identify and articulate postsecondary goals, learning strengths and needs, ability to ask for assistance when needed)


• Self Direction (includes ability to follow and understand directions (written or verbal), complete tasks, work independently, ask for assistance when necessary, use feedback to improve or correct work performance, initiate work activity)


• Career/Vocational (includes career interests, exploration, job training, and employment experience and supports)


• Work Tolerance and Work Skills (includes capacity to meet the physical and psychological demands of work and to learn and perform job tasks)


• Additional important information and considerations that can assist in making decisions about disability determination and needed accommodations (e.g., medical problems, family concerns)

Part 4: Recommendations to assist the student in meeting post-secondary goals

Following the review of the Present Levels of Academic Achievement and Functional Performance, the team will review each post-secondary goal and explain recommendations for meeting them and include any agency contact information. This section presents recommendations to the student, family and others utilizing this form for essential accommodations, adaptive devices, assistive services, compensatory strategies, and/or support services, to enhance access and participation in post high school environment, including higher education, training, employment, independent living and/or community participation.

Part 5: Student Input

The user will begin this section by documenting the student's contact information.

In addition, the Case Manager will notify the student that one year after leaving high school they may be contacted by the South Carolina Department of Education to complete a survey regarding their postsecondary activities. The Case manager will document whether the student is willing to be contacted via social media to obtain post-secondary information.


The Case Manager will then review the following questions with the student:

• How or in which area(s) does your disability affect your schoolwork and school activities such as: (check all that apply)


• What supports or accommodations have helped you to succeed in school? (check all that apply)


• What supports or accommodations do you feel you will need to achieve your goals after high school?


• If you believe that you will need services, supports, programs, or accommodations, have you and your family made a connection with the agencies (other than your current school) that can help you with these needs? If yes, provide the agency's information.


• Will you need help to obtain any needed services, supports, programs, or accommodations after you leave high school? If yes, provide specific ways in which you will need help to obtain this information.


• What strengths and needs should future employers or teachers know about you as you enter the college or work environment?

Following the review of the draft Summary of Performance document reflecting any changes agreed upon by the IEP team, the Case Manager will create a Final document by entering an end date and clicking Finalize.

The student and parent will sign and date the document.

The Case Manager will provide the Parent/Guardian/Age of Majority Student with a copy of the Final Summary of Performance document as well as the Prior Written Notice. Scan and upload signed documents and place all originals/signed documents from the meeting in the student’s special education file.

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