Special Education

Attachment 2 - Student Exit Summary

Student Exit Summary
For Students Eligible for the New York State Alternate Assessment (NYSSA) - Word word document (108 KB)


Student: School: ID#:
Completed by: Title: Date:

Student Skills, Strengths and Interests

Community/Work-Based Learning Experiences (Including School- and Community- based Career Exploration, Assessment, Training and/or Service Learning Opportunities)

Academic Performance: as measured by NYSAA
English Language Arts:
Social Studies:

Other Achievements, Awards and Honors

Key for Levels of Independence (with the use of assistive technology and accommodations as appropriate)
1: Not Applicable Student has not had an opportunity or been observed to attempt or complete task.  
2: Extensive Support Student requires ongoing assistance (verbal, physical, visual prompts) and close supervision to complete task.
3: Moderate Support Student requires frequent assistance (verbal, physical, visual prompts) and periodic supervision to complete task.
4: Minimal Support Student requires occasional assistance (verbal, physical, visual prompts) and intermittent supervision to complete task.
5: Independent Student completes task without assistance/supervision.


Career Development: Knowledgeable about the world of work, career options, personal skills, aptitudes, and abilities relating to future career decisions.
Skills/Abilities Level of Independence Comments
Exhibits and/or expresses specific interests    
Demonstrates abilities related to specific interests    
Demonstrates awareness of opportunities for employment and/or other post-secondary activities related to specific interests    
Identifies skills needed for post-secondary success     
Identifies accommodations needed for post-secondary success    
Integrated Learning: Application of academic knowledge and skills to school, community, and home settings.
Skills/Abilities Level of Independence Comments
Uses basic academic skills in community/work-based learning experiences (e.g., applies math skills to purchasing items, applies alphabetizing skills to sorting mail)    
Demonstrates skills learned in school in a variety of settings (e.g., home, community, workplace)    

Universal Foundation Skills
Basic Skills: Ability to read, write, listen, speak and perform arithmetical and mathematical functions.
Skills/Abilities Level of Independence Comments
Reading: Identifies and understands texts and symbols (e.g., stop, exit, and restroom signs)    
Reading: Identifies vocabulary associated with various jobs (e.g., matches tools to words)    
Writing:  Creates pictures, symbols and objects and writes words and sentences to communicate information    
Listening: Follows one step directions to complete a given task    
Listening: Follows two or more step directions to complete a given task    
Speaking: Uses language to interact with others (e.g., expresses needs, demonstrates understanding, and interacts socially with others).  May include use of augmentative communication, as appropriate.    
Math: Demonstrates basic math skills, including counting with one-to-one correspondence, matching similar objects, and understanding concepts of quantity (e.g., more, less, etc.)    
Functional Math: Applies basic math skills to daily living (e.g., tells time, manages money)    
Thinking Skills: Ability to use ideas and information to make decisions and solve problems.
Skills/Abilities Level of Independence Comments
Recognizes that there is a problem and requests assistance    
Solves routine problems in daily life (e.g., indicates choice from menu of items, dresses for the weather)    
Solves less common problems, such as contacting emergency services (e.g., dial 911)    
Demonstrates understanding of cause and effect (e.g., burned when touches hot stove; consequences of inappropriate behavior)    
Uses similar skills across a variety of settings (e.g., identifies building exits in different settings)    
Personal Qualities:  Ability to self-manage, plan, organize, and take independent action.
Skills/Abilities Level of Independence Comments
Communicates preferences and needs    
Self-regulates during transitions (e.g., waits appropriately, engages in appropriate self-soothing activity in stressful situations)    
Transitions appropriately between activities    
Manages health (e.g., makes personal and health needs known)    
Performs personal care skills    
Uses unstructured time appropriately    
Interpersonal Skills: Ability to work independently or as part of a team and relate to different people across settings.
Skills/Abilities Level of Independence Comments
Asks for help when faced with difficult situations and individuals    
Self-advocates (e.g., seeks out and uses supports and accommodations)    
Accepts direction from authority figures    
Works independently    
Works as part of a team    
Respects the space and property of others    
Demonstrates appropriate behavior across settings    
Interacts appropriately with peers and others    
Participates in leisure/recreation activities    
Technology: Ability to use different types of technology and resources to satisfy personal and societal needs and wants.
Skills/Abilities Level of Independence Comments
Identifies the correct tool/technology necessary to complete a given task    
Uses basic tools safely and appropriately (e.g., microwave, eating utensils, televisions, assistive technology)    
Managing Information:  Ability to access and use information.
Skills/Abilities Level of Independence Comments
Uses information to make simple decisions (e.g., responds to safety alarms, follows traffic safety rules)    
Accesses information from a variety of sources (e.g., internet,  grocery ads, orders from a menu)    
Managing Resources:  Ability to apply financial and human resources and manage time and materials to successfully carry out a planned activity.
Skills/Abilities Level of Independence Comments
Selects the appropriate resources to complete a task    
Initiates tasks    
Remains on task    
Completes tasks within existing time limits    
Manages household/environmental tasks (e.g., prepares meals, cleans room, does laundry)    
Systems: Ability to understand how a system operates and identify where to obtain information and resources within that system.
Skills/Abilities Level of Independence Comments
Navigates the community (e.g., walking, public transportation)    
Demonstrates understanding of who to ask for help    
Uses appropriate health and safety practices     
Follows daily schedule and routines    
Adapts to new situations    
Understands and follows rules    
Other Universal Foundation Skills: Additional competencies student demonstrates that support post-school living, learning and working.
Skills/Abilities Level of Independence Comments

Recommendations to Assist Student to Meet Post-secondary Goals

Education/Training Goal: Employment Goal: Independent Living Goal (if appropriate):
Supports Recommendations
Assistive Technology/
Adaptive Equipment
Environmental Supports  
Further Skill Development<  
Adult Agencies Referrals/Contacts  
Last Updated: May 13, 2014