Individuals with moderate to significant disabilities experience the most serious challenges in accessing employment and independent living when they exit high school. Therefore, the process of transition assessment conducted in school should be structured to provide relevant information for adult service providers and employers. For individuals with employment and independent living as their postsecondary goals, the Summary of [academic and functional] Performance (SOP) required by the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) can serve as a powerful “passport” that promotes access, accommodation, and self-determination upon exit from school. This article discusses the value and structure of the SOP for individuals with employment and independent postsecondary goals. It provides an example SOP for a student that demonstrates the relevance of formal and informal data as the student makes the transition from high school to employment.
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