Student Exit Summary
The Individuals with Disabilities Education Act (IDEA) §614(c)(5) and State regulations (§200.4(c)(4)) require the local educational agency (LEA) to provide a student with a disability with a summary of the student’s academic achievement and functional performance, which must include recommendations on how to assist the student in meeting his or her postsecondary goals. This Student Exit Summary must be provided to a student whose eligibility for special education services terminates due to graduation from secondary school with a regular diploma or due to exceeding the age eligibility for a free appropriate public education (FAPE) under State law. This includes students exiting school with a Regents, local, and Individualized Education Program (IEP) Diploma. The New York State Education Department recommends that a Student Exit Summary also be completed for students exiting with a High School Equivalency Diploma.
|what is the purpose of the student exit summary?||
The purpose of the Student Exit Summary is to
provide the student with a written report that provides essential
information to consider as the student transitions from secondary school.
The Student Exit Summary should be a useful and relevant document that
summarizes individual student abilities, skills, needs and limitations and
provides recommendations to support successful transition to adult living,
learning and working. The Student Exit Summary should be designed to
assist the student in establishing eligibility for reasonable accommodations
and supports in postsecondary settings, the workplace and the community and
to aid the student in accessing adult services as appropriate. It should
help the student better understand the impact of his/her disability and
articulate individual strengths and needs as well as supports that would be
helpful in post-school life.
|nys sample student exit summary||
The New York State Education Department (NYSED) has developed a sample form to assist LEAs in meeting the requirements for the Student Exit Summary. LEAs may choose to develop their own form, but all pertinent information must be included. The sample form includes the Summary of Academic and Functional Achievement (Part I) and the Post-Secondary Goals and Recommendations for Supports (Part II). Guidance for completing this suggested form is included in this document.
|who should be involved in completing the student exit summary?||
The Student Exit Summary should be completed through a team process that includes the student, family and a number of school personnel including the special education teacher, general education teacher, school psychologist and/or related services personnel who know the student best. If appropriate, adult agency personnel should be included in discussions. LEAs should establish a system to manage this process so that a quality document is completed. Development of the Student Exit Summary is a student-centered process. Conversations with the student and family should drive this process. For a student in a board of cooperative educational services (BOCES) or nondistrict program, the LEA will need to collaborate with that program to determine who will complete the Student Exit Summary.
|when should this information be provided to the student?||
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.
|what information should be considered in preparing the student exit summary?||
Each student’s Student Exit Summary should be personalized and based on his/her current abilities, strengths, skills, needs, and functional limitations. Much of this information can be found in the student’s IEP and progress reports for the student’s final school year.
The Student Exit Summary may serve a variety of functions for the student (e.g., assisting with eligibility for adult vocational rehabilitation services, financial benefits, and residential placements; supplementing documentation necessary for accommodations in college; and summarizing skills and strengths necessary for successful employment). Therefore it is important that this document accurately reflect the student across all settings. Information should be presented in such a way as to document the student’s abilities, skills, strengths and interests as well as the student’s needs and limitations with an emphasis on the supports or compensatory strategies that have been effective for the student.
The following information should be considered when preparing the Student Exit Summary:
|part i: summary of academic achievement and functional performance||
The sample form for the Summary of Academic Achievement and Functional Performance (Part I) provides information on the student’s present levels of performance and needs with respect to:
Academic Achievement, Functional Performance and Learning Characteristics means the student’s current functioning, strengths, abilities, interests, and needs in subject and skill areas, including, as appropriate:
Consider the following:
Social development means the degree and quality of the student’s current functioning, strengths, abilities, interests, and needs with respect to:
Consider the following:
Physical development means the degree and quality of the student’s current functioning, strengths, abilities, interests, and needs with respect to:
Consider the following:
|part ii: post-secondary goals and recommendations for support||
The Post-Secondary Goals and Recommendations for Support (Part II) section of this sample form 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.
The student’s individual Post-Secondary Goals as summarized in this section include the Measurable Post-Secondary Goal statements (formerly Post School Outcomes statements) from the student’s IEP. Because the Student Exit Summary is likely to be completed several months after the annual review in which the student’s Post-Secondary Goals were originally developed, it would be important to discuss those goals with the student and family and update and/or revise those goals as appropriate to ensure that they remain the plans the student intends to pursue upon school exit.
|what should be considered when noting post-secondary goals?||
Post-Secondary Goals for the student should be individualized and tied directly to the student’s abilities, strengths, interests and are noted in terms of:
|what information should be considered when developing recommendations to assist the student in reaching his or her post-secondary goals?||
Recommendations to Assist the Student in Meeting Post-Secondary Goals should be directly tied to the students’ post-school plans for training, education, employment, and independent living skills and reflect the skills, abilities, needs and functional limitations noted in the Summary of Academic Achievement and Functional Performance. When completing the Recommendations section, consider the following:
For technical assistance on the Student Exit Summary and transition planning and services contact your Regional Transition Coordination Sites at:
Some federal and State agencies that provide adult services/benefits include:
Other resources helpful when transitioning to adult services include: