Summary of Performance (SOP)



|PURPOSE: For a student who is graduating or exiting special education due to exceeding age eligibility, the school district must provide the student |

|with a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting |

|his/her postsecondary goals (WAC 392-172A-03030). The Summary of Performance is important to assist the student in the transition from high school to|

|higher education, training, and/or employment, and to help establish a student’s eligibility for reasonable accommodations and supports in |

|postsecondary settings. |

Summary of Academic Achievement and Functional Performance

|Student Name: |Robert Smiley | Date of Birth: |3/27/2000 |

|Year of Graduation/Exit: |6/2019 |Primary Language: |English |

|Address: |3333 ABC Road, Somewhere, Washington 98888 |

|Address / city / state / zip |

|Phone Number: |222-444-6666 |School District: |ABC School District # 3000 |

|Student’s primary disability: |Specific Learning Disability |

|Student's secondary disability (if applicable): |NA |

|When was the student’s disability (or disabilities) formally identified? |12/14/2008 |

|Date this Summary was completed: |6/15/19 |

|This form was completed by |Name: |Mary Smith |Title: |SE Teacher |

|School: |Excellent High School |E-mail: |Mmsith@abcschoold.zet |Phone: |333.444.555 |

Student’s Postsecondary Goals

|Postsecondary Area |Postsecondary Goal |

|Education/Training (required) |After graduation, Robert will attend college in the area of culinary arts |

|Employment |After graduation, Robert will work part time in a restaurant while attending college then will work full time as a pastry|

|(required) |chef. |

|Independent Living |After graduation, Robert will live at home while attending college and working on money management skills, then live |

|(if appropriate) |independently in his own apartment. |

Summary of Performance (Complete all sections that are relevant to the student. Attach copies of any assessment/data reports that provide additional or supplementary information, if appropriate.)

|Area |Present Level of Performance |Essential accommodations, assistive technology, and/or |

| |(i.e. - grade level, standard scores, |modifications utilized in high school. |

| |strengths, preferences, needs, etc.) | |

|Reading (basic |Robert is presently reading close to grade level. His |To help you identify the main parts/ideas of a novel or |

|reading/decoding, reading |comprehension skills in both understanding what is written |short story ask your instructor if they can give you a set |

|comprehension, reading fluency)|and what is suggested are good. He has difficulty |of guiding questions that you can use for any story and |

| |identifying the author’s main purpose for writing and |keep it handy so that you can refer to it as you need it. |

| |identifying the main parts of a short story or novel. |This will allow you to work on your reading independently |

| |Robert reads independently and has successfully complete |and will decrease the need for you to ask your teacher for |

| |several book reports this year using the accommodation of a|guiding questions each time a story/novel is assigned. Ask|

| |graphic organizer with guiding questions. In addition, |for your readings in digital form so you can use a screen |

| |Robert uses a screen reader when reading technical |reader. Remember to use speech to text tools for your |

| |information, and speech to text technology when writing. |writing. |

|Math (calculation skills, |Robert passed the basic math state assessment in his |Ask your college Math instructor if he/she can provide you |

|algebraic problem solving, |sophomore year. He understands basic algebraic concepts |with a written outline or guides so that you can organize |

|quantitative reasoning) |and is able to apply these to simple work problems. He |the steps necessary to solve math problems. If the |

| |continues to have difficulty with graphing and linear |instructor can’t provide this, ask them where you can find |

| |equations. He often has difficulty remembering the steps |such information so that you can get it yourself. If you |

| |to solve multi step problems, but with a guide sheet, he |need help ask the instructor who can assist you with this |

| |can complete the problems. Given guide sheets, Robert is |task. Write down in your daily planner all the information |

| |most successful when presented ‘real life’ mathematical |the instructor gives you. |

| |questions. Robert is successful when given time to process|Remember that extended time to take tests and using a |

| |the question, use a guide and calculator (if necessary), |calculator helps you complete math assignments. These will |

| |and real-life scenarios. |be listed on your accommodation letter. Remind your math |

| | |instructors that this helps you. |

|Written Language (written |Robert’s writing skills are close to grade level. He is |A written outline helps you organize the steps in |

|expression, writing fluency, |able to use both simple and complex sentences as well as |multi-step processes as you learn them. You have |

|spelling) |new vocabulary words in his writing. Robert has a good |successfully used graphic organizers and speech to text to |

| |grasp of the writing process and his thoughts are well |write papers in your classes. |

| |stated, however, creative writing is a struggle. Robert | |

| |uses graphic organizers to gather his thoughts and is most | |

| |successful when he uses speech to text technology. | |

|Functional Performance (i.e. - |Robert generally relates well to peers and adults. He has |You need to remember that it is important to tell someone |

|general ability and problem |the ability to express his desires and needs yet often |what you are feeling or what it is that is frustrating you.|

|solving, attention and |needs reminders to do so. When frustrated, he tends to |Tell the instructors that if they notice you becoming quiet|

|organization, communication, |withdraw and avoid situations, and then becomes |or argumentative that it is probably an indicator that you |

|social skills, behavior, |argumentative. He is beginning to seek assistance when he |are experiencing some frustrations. |

|independent living, |recognizes that he is frustrated. |If you begin to feel this way at college you should ask |

|self-advocacy, learning style, | |your instructor when their office hours are and set up an |

|vocational, employment, etc.) | |appointment to talk to them privately about the things that|

| | |are concerning you. |

| | |Ask your instructor to allow you to leave the classroom |

| | |briefly if you are becoming argumentative so that you can |

| | |find a spot to be alone where you can practice your deep |

| | |breathing exercises that will relax and calm you down. |

| | |Return to the class promptly. |

| | |If you continue to feel frustrated ask a staff member where|

| | |you can go to get some counseling. Write down who you spoke|

| | |with and where they told you to go so that you can refer to|

| | |this in future situations. |

Recommendations to Assist the Student in Meeting Postsecondary Goals

|Postsecondary Area |Recommendations |

|Education/Training |Submit the additional information to Bellevue College Bellevue, WA Admissions Office (address) |

| |Stay in contact with the Bellevue College Culinary Arts instructor regarding other Culinary Arts programs within the area|

| |1-800-XXX-XXXX |

| |Get your most recent IEP and psychological evaluation from your guidance counselor before exiting high school |

| |Call Bellevue College (XXX- XXX-XXXX and ask to speak with Sharon House, Disability Services Coordinator (DSC) |

| |Inform the Sharon House, DSC, that you have a disability and would like to request accommodations |

| |Follow the steps that are given to you which will include bringing your documentation (IEP and Psychological Evaluation) |

| |to the DSC Office (XXX) XXX-XXXX |

| |Go over what your approved accommodations and be sure to ask what the next steps are. |

| |When registering for classes be sure to leave time in between each class so that you will be able to allow for extended |

| |time on tests |

| |Remain in contact with Rich Smith, DVR Counselor at 1-800-XXX-XXXX |

|Employment |Pick up applications at local restaurants and complete them as soon as possible so that you have a better chance of |

| |securing summer employment. |

| |Within one week, call each of the restaurants that you have applied to and ask about the status of your application |

| |Write down all interview appointments on your calendar |

| |Brush up on your interviewing skills |

| |Make transportation arrangements, prepare work clothes and be on time. |

|Independent Living |Apply for your Driver’s Permit at the Department of Motor Vehicles in Bellevue (XXX) XXX-XXXX, by July 1st. |

|(if appropriate) |After you get your permit call Brown’s Driving School (XXX) XXX-XXXX and sign up for driving lessons by August 1st. |

| |If you get accepted at Bellevue College, you should apply for housing in their dormitory. |

| |Speak with the freshman resident advisor and ask about the rules of the dormitory and ask to whom you can speak if you |

| |need someone to talk to about problems. Write down the name and number. |

| |Make an appointment with the financial aid office to make sure you have all the necessary paperwork in. Ask about next |

| |steps. |

|Other recommendations |None at this time |

Other information (include here any other relevant information provided by the student, parent(s), school staff, and/or other agency personnel that may assist the student in transitioning from high school to post-high school):

|What supports or accommodations have helped you to succeed in school? (aids, adaptive equipment, other services) |

|Getting to know and work directly with my teachers by letting them know the following has been very helpful and supportive to my learning success: |

|Ongoing teacher feedback on class assignments- what I can do differently or continue doing. This helps build my confidence and lets me know that I am |

|on track to how I can get on track! |

|Teacher provides a predetermined visual cue to use in class if he sees me getting off track. |

|Quiet location and extra time for tests to help with distractibility and anxiety |

|A map or organizational visual for multi-level writing assignments |

|Completion of my daily planner. |

| |

|What supports or accommodations do you feel you will need to continue for you to achieve your postsecondary goals? |

|All of the above |

|Some initial assistance in managing my funds |

|Initial (and discrete) ‘new student’ counseling support to navigate college life- both school and dormitory living. I’m nervous! |

| |

|If you believe that you will need services, supports, programs, and/or accommodations: Are you linked with the appropriate post-school supports or |

|program? |

|When I arrive on campus I will meet with the Student Support Services person, Mr. Irvine. I will also send him an email upon graduation to ask him if he|

|has any suggestions for me to prepare for my transition to college! |

|A copy of this Summary was provided to the student on: |6/15/19 |. |

Date

|Mary Smith | |SE Teacher |

| Signature of district staff providing copy to student | | Position/title |

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