Summary for Post-Secondary Living, Learning
(To be completed at exit prior to graduation)
Student Name:
Attending District:
Building:
Birthdate: / /
Post-Secondary Expectations :
Living:
_________ will live independently after graduation from MRI/CT certification program.
Date :
Date of Exit :
Learning:
____________ will study to be CT scan technician
/ /
/ /
Working:
____________will work as a CT scan technician
Recent Special Education Services (Indicate all received within three years prior to exit.)
Behavior Supports Communication Braille Instruction
XAssistive Technology
X
Accommodations ESL Services
XModifications
X
Specially Designed Instruction Health
Additional Services (e.g. Speech, Occupational Therapy, Physical Therapy, Transportation)
Goal Areas (Within three years prior to exit)
Reading
Reading comprehension
Describe Student’s Current Levels of Performance, as Related to Living, Learning, Working.
(Include type of assessment, date of administration, and results)
Living . Parent and student interviews, school and community-based observations,
(Date observed/interviewed/administered)
Results: Parent/Student interview: _____ is able to function independently to meet his needs for post-secondary living.__________ reports that he has a driver’s license and can access community resources. His parents
indicate that ________ can use a microwave, clean, take care of personal hygiene, balance his checking
account and use an ATM. Based on observations, these skills are similar to same age peers. However,
his abilities in the areas of reading and reading comprehension will impact his ability to read such things as
rental agreements, applications for credit cards and insurance policies.
Learning- Iowa Assessments (IA) National Standard Score (NSS); results from (Date administered);
Written Language Probes; Reading Probes; Math Probes; Jamestown Reading Progress
Monitoring, Teacher observation data, (Date observed/interviewed/administered)
Results:
Iowa Assessment:
Reading: 219 NSS; Peers scored between 246-312 NSS
Written Language: 244 NSS; Peers scored between 242-316 NSS
Math: 280 NSS for computation. Math Total 280 NSS; Peers scored between 245-311 NSS
CBM Probes:
Reading –123 Correct Words per Minute (CWPM) Peers read 134-185 CWPM
Math - 16 Responses correct (RC). Peers scored 7-16 RC
Writing- 67 total Words Written (TWW) with 61 Correct Word Sequences (CWS) Peers write 62-83 TWW
with 63-86 CWS. The writing probe indicates that he is able to write a variety of sentence types (simple,
compound, complex, compound/complex) correctly when given a story starter and three minutes to write.
________ scores an average of 43% on Jamestown Reading Progress Monitoring using grade level material.
Peers would score between 87-100% using similar material at grade level.

Working -School permanent products, parent, student and community experience supervisor interviews,
Job Related Interests and Preferences Inventory (Date observed/interviewed/administered)
Results: _______ self-reports that he has a volunteer position in the community at the hospital where he
helps transport patients and delivers lab results. At work, his supervisor indicates that he is friendly
and completes his work duties on time. He accepts changes in assignments well and has never
been late or absent without calling in. Teachers interviewed, indicate that he works will with others, asks
questions if he does not understand an assignment and is seldom late with his work. At home, parents
report that ____ has a number of chores for which he receives an allowance. He sometimes needs
reminders to complete these tasks but this is not different from what they experience with their other children.
The Job Related Interests and Preferences Inventory results indicate that he has a keen interest in continuing
to work and receive further education in the area of health care. Permanent products document that he
can complete a resume or job application and knows how to contact employers for potential work.
Describe Functional Impact of the Disability (as related to Living, Learning, Working)
_____________ is progressing through the general education at a pace similar to same grade peers in all areas with the exception of reading fluency and reading comprehension. In the content areas where reading skills are required to acquire information, ___________ needs more time to read the material and verbal cues and questioning to assist in understanding. This will impact his independent living skills as he will need assistance when he needs to read rental leases, loan papers, or any other legal documents. His reading deficits could also effect
the development of reading as a leisure activity. In the area of work, he may require accommodations
to assist him when he needs to read job training or job performance materials, such as text readers.
Response to Instruction and Accommodations (As Related to Living, Learning, Working)
__________ has made a year to 1.5 years progress in reading fluency each year that he has had reading instruction using a
research-based, reading strategy methodology utilizing high interest, adolescent literature. He has been able to
generalize the reading strategies that he learns in the special education classroom to the general education setting.
________ has strong oral language skills and prides himself in his ability to verbally communicate what he has
learned. He has utilized the accommodation to take tests orally in order to improve a grade approximately 90% of the time.
When taking a test, he prefers to use an assistive technology text reader as opposed to a person reading the test to him.
He feels that the assistive techn ology makes him ‘look more peers’. Future use and implementation of assistive technology
to acquire new learning will be helpful as ___________continues his education.
Recommendations for: (include suggestions for accommodations, linkages to adult services, or other supports)
Living
Currently,______________ has most of the necessary skills to live independently on his own after high school.
He will need assistance in reading and understanding lease agreements, loans, insurance policies, credit card applications as well as other legal documents. Parents have indicated that they will support him in this area.
He might also want to access Legal Aid, his personal banker, or Vocational Rehabilitation to assist when parents are not available.
Learning
While __________ is attending MRI/CT training, he will need assistance in reading and comprehending required textbook material. He will need to access the campus Office of Americans with Disabilities/Student Support services office along with his current IEP to discuss the necessary accommodations that he needs to be successful. He might also investigate tutoring services, study labs and groups and the text reader technology that the campus library might have. Vocational Rehabilitation will support him in this area, as well.
Working
Vocational Rehabilitation should continue in assisting________ in future job seeking skills that might need
further development such as preparing a resume after completing MRI/CT training, reading a contract,
understanding benefits provided by the employer.
In the workplace, _________ will need some method of
getting information that he might need to maintain his certification or to do advanced job training. Accessing
the Human Resources office in his work setting would be helpful in addressing these needs. _______ might

Adult/Community Contacts :
Agency Vocational Rehabilitation Status Active Client
Name/Position Susan Good Phone 319-123-4567
Agency Status
Name/Position Phone
Agency Status
Name/Position Phone
High School Contacts : Margaret Schoolmarm, special education teacher
Sally Spacey, Counselor
Phone 319-987-7654
Additional team members contributing to this summary : Chuck Helper, AEA special education consultant
Marty Begood, AEA social worker
Melinda Melody, English teacher