Student Exit Summary by ixo45167

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									 Student
   Exit
Summary

           Assisting students move from
           high school to adult services
     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))
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
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)
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.
 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.
 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.
  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
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.
 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.
        SUMMARY OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE


     AREA         Present Level of Performance                 Needs
                       (upon student exit)        Essential accommodations, assistive
                                                 technology, environmental or material
                                                   resources or modifications needed
Academic
achievement,
functional
performance
and learning
characteristics

Social
development



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

      Post secondary goal        Recommendations to Assist Student to Meet Post-
                                              Secondary Goals
Education/training goal:




Employment goal:




Independent Living Goal (if
appropriate):
 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.
         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.
      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.
     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.
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
 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).
Computer Generated IEP’s          http://www.vesid.nysed.g
                                  ov/specialed/idea/student
                                  exit.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.
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.
  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

								
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