Student Exit Summary

1. StudentExitSummary Assisting students move from high school to adult services

2. Requirement • IDEA 2004 and New York State regulations require the local educational agency (LEA) provide a student with a disability with a summary of the student’s academic achievement and functional performance AND recommendations to assist the student in meeting postsecondary goals. • §614(c)(5) ,(§200.4(c)(4))

3. What is the purpose of the Student Exit Summary? • provide the student a document that summarizes that individual students’ • abilities • skills • needs and limitations • provides recommendations to support successful transition to adult living, learning and working

4. The SES Should Assist the Student in: • Understanding the impact of his/her disability • Articulating individual strengths and needs as well as supports that would be helpful in post-school life. • Accessing and/or establishing eligibility for reasonable accommodations in the: • Postsecondary setting • Workplace • Community • Accessing adult services (as appropriate)

5. Who needs a Student Exit Summary (SES)? • A student with disability (SWD) that graduates from secondary school with a regular diploma -Regents or Local • A SWD that graduates with an Individualized Education Program -IEP Diploma • A SWD aging out under State law –21 years of age.

6. Who else should get an Student Exit Summary? • NYSED recommends that a SES be completed for students exiting with a High School Equivalency Diploma. (GED) • Best Practice indicates the SES should be completed for students who drop out of school and Section 504 students.

7. Who is the Student Exit Summary for? • The student • The student’s parents It would be good practice to document that the student/family has received this document and has an understanding as to how to make use of it.

8. Who Should Be Involved in Completing the Student Exit Summary? • A team process that includes: • Student • Family • School personnel including the special education teacher, general education teacher, guidance counselor, school psychologist and/or related services personnel who know the student and if appropriate, • adult agency personnel

9. When Should the SES Be Completed? • The Student Exit Summary should be completed during the final year of high school but must be completed and provided to the student prior to school exit.

10. NYSED Recommended Student Exit Summary-Part I • Part I: Summary of Academic Achievement and Functional Performance • Provides information on the student’s present levels of performance and needs with respect to: • academic achievement, functional performance and learning characteristics; • social development; and • physical development.

11. AREA Present Level of Performance (upon student exit) Needs Essential accommodations, assistive technology, environmental or material resources or modifications needed Academic achievement, functional performance and learning characteristics Social development Physical development SUMMARY OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

12. Part I. Where Does This Information Come From? • Information CAN come from the IEP*. • Present Levels of Performance • Needs * Please note: This information must be CURRENT. It must reflect the student’s performance at the time the SES is written, not when the IEP was written.

13. Strength Based Assessments Career and Technical Education Skills Achievement Profile Employability Profile Career Plan Functional Behavior Assessments Behavioral Intervention Plans Transcripts Adaptive Behavior Assessments Related Service Reports Psychological Assessments Includes information about the following domains: Aptitude Academic achievement Information processing A specific diagnosis and test scores Part I. Consider Other Information Sources

14. NYSED Recommended Student Exit Summary-Part II • Part II - Post Secondary Goals and Recommendations for Support • Summarizes the student’s goals for postsecondary education and/or training, employment and independent living and provides recommendations* to assist the student in meeting those goals. *When making recommendations, consider the supports and accommodations that have been beneficial to the student and the expectations and types of supports that may be available as an adult

15. Post secondary goal Recommendations to Assist Student to Meet Post-Secondary Goals Education/training goal: Employment goal: Independent Living Goal (if appropriate): POST-SECONDARY GOALS

16. Part II. Where Does This Information Come From? • Post Secondary Goal-Student’s plans for living, learning, and working. This information is on the IEP but must be updated on the SES if the student’s plan changes. • Recommendations-An action plan that addresses • what the student/family need to do to support the achievement of post secondary goals. • what adult agencies and others need to do to support the achievement of post secondary goals. This information is generally not on the IEP.

17. Remember • The Student Exit Summary is not an IEP and is not part of the IEP. • The SES is for the student to assist their negotiations and discussions with the post secondary world. • The information in the SES needs to be current to when it is developed. • Have a method in place to document that the student has received the SES.

18. Out of District Placement Students • For a student in a board of cooperative educational services (BOCES) or non district program, the LEA will need to collaborate with that program to determine who will complete the Student Exit Summary.

19. Caveat Emptor! • Students need to know that the Student Exit Summary will not be enough information to get services from most systems. • It definitely can guide the discussion and make a clear articulation of needs. • Most systems will require additional documentation of the identified needs.

20. Key Points About the SES • Federal and State Requirement for students with disabilities exiting school • Not an IEP and is not part of the IEP. • Assists the student in their negotiations and discussions with the post secondary world. • Practical and useful document • Information must be current • Additional guidance is available at: • http://www.vesid.nysed.gov/specialed/idea/exitsumm.htm New York State Transition Coordination Sites 11/06

21. Self-Advocacy Skills • Assuming the document is written to be useful, the student needs effective self advocacy skills to actually use it. • The student needs effective self-advocacy skills to negotiate work and post-secondary school settings (where they might use the document).

22. Computer Generated IEP’s • http://www.vesid.nysed.gov/specialed/idea/studentexit.htm • Computer Generated IEP’s Do Not contain enough information to adequately complete the SES • Recommendations in Part 2 are not generally found in the IEP.

23. Who Can the Student Share the Student Exit Summary With? • Others that may be working with the student to obtain services and supports in post-secondary settings. For example: • Service Coordinators • College Disability Services Coordinators • VESID-VR • Adult Agencies • The student and family decide who to share the document with. The student needs effective self-advocacy skills to actually use the SES.

24. Contact Information Susan Locke-Scott School Support Services – Erie 1 BOCES WNY TCS 355 Harlem Road West Seneca, New York 14224 (716)821-7540 slockescott@e1b.org