Hawaii Summary of Performance IEP

What the Summary of Performance Is

The Summary of Performance (SOP) is a document that HIDOE must provide to every student with an IEP who exits the public school system — whether by graduating with a standard diploma or by reaching their twenty-second birthday on the Certificate of Completion track. It is the final formal record that the school creates for the student, and it serves as the bridge between K-12 special education and whatever comes next.

Under IDEA, the SOP compiles three categories of information: the student's academic achievement levels, their functional performance across daily living and vocational domains, and their progress toward the postsecondary goals documented in the IEP. Critically, the SOP must also include specific, actionable recommendations on how to assist the student in meeting those postsecondary goals after they leave the school system.

The SOP is not optional. If a student exits HIDOE services and the school has not produced this document, the family should request it immediately in writing.

Why the SOP Matters After School Ends

Once a student leaves the K-12 system, the IEP itself has no legal force. Colleges, employers, and adult service agencies operate under different laws — primarily Section 504 of the Rehabilitation Act and the Americans with Disabilities Act — and they require their own documentation to provide accommodations or services.

The SOP is designed to fill that documentation gap. When a student applies for accommodations through a college disability services office — like the KOKUA Program at UH Manoa or the disability services offices at Leeward, Kapiolani, or other UH community colleges — the SOP serves as primary evidence of the disability, the accommodations that were effective in high school, and the student's functional needs.

For students entering the Division of Vocational Rehabilitation (DVR) system or applying for the DOH-DDD I/DD Waiver, the SOP can provide useful educational background when developing the Individualized Plan for Employment (IPE) or the Individualized Service Plan (ISP); it does not replace clinical documentation required for DOH-DDD eligibility.

A weak SOP — one that lists generic achievement levels without specific accommodation recommendations — undermines the student's ability to get the right supports in place. The quality of this document directly affects what happens in the first months after exit.

What a Strong SOP Should Include

The federal requirement sets a floor, not a ceiling. A thorough SOP goes beyond minimum compliance:

Academic achievement. Current reading, math, and writing levels from standardized assessments or curriculum-based measures. Not just letter grades — the specific skill levels the student has reached.

Functional performance. How the student manages daily tasks, social interactions, communication, self-care, mobility, and executive function. For transition-age students, this should also address workplace behaviors, time management, and independent travel skills.

Effective accommodations. A clear list of every accommodation the student used successfully in high school — extended testing time, assistive technology, reduced assignment length, preferential seating, oral examinations, note-taking support — and how each one affected the student's performance.

Postsecondary recommendations. This is where most SOPs fall short. The document should name specific accommodation types the student will need in college, employment, or community settings, tied to the functional limitations documented above. "Student will benefit from accommodations" is not useful. "Student requires text-to-speech software and 1.5x testing time due to processing speed deficit measured at the 8th percentile" is actionable.

How to Prepare Before the Exit Meeting

Do not wait for the school to produce the SOP on the last day. Start the conversation at least one year before the student's expected exit — during the final annual IEP review.

Ask the IEP team what transition assessments will be administered to inform the SOP. Request that the SOP draft be shared with the family before the student exits so there is time to review it, request additions, and ensure the accommodation recommendations are specific enough to be useful at a college or adult service agency.

If the student plans to attend a UH system school, contact the campus disability services office before the exit meeting to ask what documentation they require. Some offices want current psychoeducational evaluations in addition to the SOP — ask what current documentation is needed before the student exits. Adult-service applications may also require clinical documentation beyond the SOP.

The Hawaii IEP Transition to Adulthood Guide includes a document preparation checklist that covers the SOP and every other record families need to collect before the student leaves the school system.

See more Hawaii guides →