Summary for Post-Secondary Living, Learning
Summary for Post-Secondary Living, Learning, and Working
(To be completed at exit prior to graduation)
Student Name:
Birthdate:
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Attending District:
Date:
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Date of Exit:
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Building:
Post-Secondary Expectations:
Living:
_________ will live independently after graduation from high school.
Learning:
____________ will learn on the job and in natural occurring settings.
Working:
____________will work as a cement truck driver.
Recent Special Education Services (Indicate all received within three years prior to exit.)
Behavior Supports
Communication
Braille Instruction
XAssistive Technology
XAccommodations
XSpecially Designed Instruction
ESL Services
XModifications
Health
Additional Services (e.g. Speech, Occupational Therapy, Physical Therapy, Transportation)
Goal Areas (Within three years prior to exit)
Reading
Reading comprehension
Math application
Writing- total words written, correct word sequences
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: _________ reports that he has a driver’s license and can get around the
local area independently. He is successful in using his smart phone for directions when driving in communities
that are unfamiliar to him. He is responsible for paying his car insurance and any maintance. He likes to
cooks and can use the microwave and stove as well as grilling on the outdoor barbeque grill. He keeps his room
clean and organized, takes care of personal hygiene, and can use an ATM card. He does have difficulty
when balancing his bank accounts and has needed to ask his mother for assistance in dealing with bank
overages. His parents report that he is particular about his clothes and so he prefers to do his own laundry.
_______ and his parents report that he has not had to deal with leases, deeds, health insurance, or
other documents that would require reading skills above his current level of functioning as he still lives
at home and remains on his parent‘s insurance. However, his abilities in the areas of reading and reading
comprehension might impact his ability to read such documents when he decides to live independently.
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: 204 NSS; Peers scored between 241-306 NSS
Written Language (ELA Total): 219 NSS; Peers scored between 244-298 NSS
Math: 238 NSS for computation. Math Total 238 NSS; Peers scored between 243-303 NSS
CBM Probes:
Reading –116 Correct Words per Minute (CWPM) Peers read 134-185 CWPM
Math - 7 Responses correct (RC). Peers scored 7-16 RC
Writing- 57 total Words Written (TWW) with 49 Correct Word Sequences (CWS) Peers write 62-83 TWW
with 63-86 CWS. ________’s writing mainly consists of simple and compound sentences. He continues to
struggle with spelling which effects his CWS.
Working-School permanent products, parent interview, student interview, teacher interview
Job Related Interests and Preferences Inventory (Date observed/interviewed/administered)
Results: _______ self-reports that he has been driving farm machinery on the family farm since he was
13. He knows how to operate tractors, trucks, and combines as well as the equipment that is used to
fix and maintain the machinery. His father indicates that he is always willing to help no matter what the
task or weather. He feels that he is safe when using the equipment. He stays with a task until it is
finished and is concerned about details and wanting to do a good job. 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. He is willing to redo an assignment, if asked, to get a better grade or to
demonstrate better understanding of a concept. He responses well to verbal praise and encouragement
from teachers and peers. The Job Related Interests and Preferences Inventory results indicate that he
has an interest in working outside in a job that involves big machinery. Permanent products document
that he can create a resume and complete a job application but needs to have it checked for spelling, grammar,
and punctuation errors. He does know how to contact employers for potential work as evidenced by his
employment after graduation driving a cement truck for a family friend. He is currently studying for his
commercial driving license which he will need in this job.
Describe Functional Impact of the Disability (as related to Living, Learning, Working)
_____________ struggles to progress through the general education curriculum at the same pace as same grade peers
due to his deficits in the areas of reading fluency, reading comprehension, math application, and written
expression. In the content areas where reading skills are needed to acquire information, ___________
needs more time to read the material and, in some cases, __________ utilizes assistive technology to get the
information. Verbal cueing and further questioning assists____________ in understanding written material.
His reading skills 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.
______________ math skills impact his ability to calculate problems involving such things as percentages,
measurement, discounts, and taxes. This has already had an impact on his ability to maintain an adequate
balance in his banking account. It will also have an effect on creating and managing a personal budget as well
as calculating discounts when shopping. He will need to discuss with his employer his math skills as measurement
is an integral part of his job. He might also benefit from assistance in determining wage deductions and other
payroll questions that might arise.
_____________’s job application and resume will be effected by his written language skills and should be
reviewed, if possible, before submitting them. His current job choice has minimal writing requirements,
but if he were to change jobs, he would need to determine what the written language components of the
job would entail.
Response to Instruction and Accommodations (As Related to Living, Learning, Working)
__________ has made a year’s 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 good oral language skills and prides himself in his ability to verbally communicate what he has
learned. He has utilized this 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 technology makes him ‘look more peers’. Future use and implementation of assistive technology
to acquire new learning and to encourage reading as a leisure time activity will be helpful.
_________ responds best to modeling in all learning settings and content areas, especially math. He has had the opportunity
to use his notes, text, and formula cards when taking tests and quizzes, but he believes that the calculator helps him the
most. Once he is shown how to solve a problem on the calculator and then provided the opportunity to practice with guided
feedback, he usually can do similar problems independently.
______________ uses assistive technology devices and programs for lengthy writing assignments, as well as essay
tests. He has also benefitted from direct instruction in sentence writing strategies, but there has been no evidence of
generalization outside of the specially designed instructional setting. He cannot identify his own writing mistakes and,
even with assistive technology, he often will select the wrong replacement word or miss some word usage errors. He has
often used his mother to double check his final papers before submitting them.
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. He will also need help in setting up and keeping within
that budget, as well as shopping for major, long term purchases. Parents have indicated that they will
support him in these areas. He might also want to access Legal Aid, his personal banker, or Vocational
Rehabilitation to assist when parents are not available.
Learning
If__________ decides to go back to school for any training or further education, he will need assistance
in reading and comprehending required textbook material, as well as math computation and meeting the writing
requirements that any course work might require. He will need to access the campus office of Americans with
Disabilities (Student Support Services) to discuss the necessary accommodations that he needs to be
successful. He might also investigate tutoring services, study labs and groups, and any assistive
technology that the campus might have available. Vocational Rehabilitation will be a support for him
in this area, as well.
Working
As____________ already has full time employment, he might want to discuss job retention skills with
his assigned Vocational Rehabilitation counselor. It would also be recommended that he remain in contact
with his Vocational Rehabilitation counselor in assistance reviewing his contract, understanding benefits
provided by the employer, and dealing with completing W2 forms. In the workplace, _________ might need
some method of getting any new information that he might need to maintain his CDL license or to gain any
certification or advanced job training that he might need. As stated above, he and his employer will have to
discuss how to address any measurement calculations that might have to be made. If he was shown how to
do basic calculations that are job related with the use of a calculator that he has continued access to while on
the job, he might be independent in this area. Writing skills should be kept to a minimum. He would benefit from
use of a Smart phone for notes and messages that he needs to convey to others.
Adult/Community Contacts:
Agency Vocational Rehabilitation
Name/Position Susan Good
Agency Casey Concrete Company
Name/Position Charles Casey/Owner
Agency
Name/Position
Status Active Client
Phone 319-123-4567
Status Employee
Phone 319-244-3555
Status
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
Jack Jolly, Assistant High School Principal