ࡱ> z|ye A3bjbjϺ @إf\إf\*" " 8dJh,J>>"```+++++++$-h0 ," ,``0",|``++(h[)`D.R(+8,0h,(00 [)0s)` , ,PHh,0" > `: PURPOSE: For a student who is graduating or exiting special education due to exceeding age eligibility, the school district must provide the student with a summary of the students academic achievement and functional performance, including recommendations on how to assist the student in meeting his/her postsecondary goals (WAC 392-172A-03030). The Summary of Performance is important to assist the student in the transition from high school to higher education, training, and/or employment, and to help establish a students eligibility for reasonable accommodations and supports in postsecondary settings. Summary of Academic Achievement and Functional Performance Student Name:Robert Smiley Date of Birth:3/27/2000Year of Graduation/Exit: 6/2019Primary Language: EnglishAddress:3333 ABC Road, Somewhere, Washington 98888Address / city / state / zipPhone Number:222-444-6666School District:ABC School District # 3000Students primary disability:Specific Learning Disability Student's secondary disability (if applicable): NAWhen was the students disability (or disabilities) formally identified?12/14/2008Date this Summary was completed: 6/15/19This form was completed by Name:Mary SmithTitle:SE TeacherSchool:Excellent High School E-mail:Mmsith@abcschoold.zetPhone:333.444.555 Students Postsecondary Goals Postsecondary AreaPostsecondary GoalEducation/Training (required)After graduation, Robert will attend college in the area of culinary arts Employment (required)After graduation, Robert will work part time in a restaurant while attending college then will work full time as a pastry chef.Independent Living (if appropriate)After graduation, Robert will live at home while attending college and working on money management skills, then live independently in his own apartment. Summary of Performance (Complete all sections that are relevant to the student. Attach copies of any assessment/data reports that provide additional or supplementary information, if appropriate.) AreaPresent Level of Performance (i.e. - grade level, standard scores, strengths, preferences, needs, etc.)Essential accommodations, assistive technology, and/or modifications utilized in high school.Reading (basic reading/decoding, reading comprehension, reading fluency)Robert is presently reading close to grade level. His comprehension skills in both understanding what is written and what is suggested are good. He has difficulty identifying the authors main purpose for writing and identifying the main parts of a short story or novel. Robert reads independently and has successfully complete several book reports this year using the accommodation of a graphic organizer with guiding questions. In addition, Robert uses a screen reader when reading technical information, and speech to text technology when writing.To help you identify the main parts/ideas of a novel or short story ask your instructor if they can give you a set of guiding questions that you can use for any story and keep it handy so that you can refer to it as you need it. This will allow you to work on your reading independently and will decrease the need for you to ask your teacher for guiding questions each time a story/novel is assigned. Ask for your readings in digital form so you can use a screen reader. Remember to use speech to text tools for your writing.Math (calculation skills, algebraic problem solving, quantitative reasoning)Robert passed the basic math state assessment in his sophomore year. He understands basic algebraic concepts and is able to apply these to simple work problems. He continues to have difficulty with graphing and linear equations. He often has difficulty remembering the steps to solve multi step problems, but with a guide sheet, he can complete the problems. Given guide sheets, Robert is most successful when presented real life mathematical questions. Robert is successful when given time to process the question, use a guide and calculator (if necessary), and real-life scenarios.Ask your college Math instructor if he/she can provide you with a written outline or guides so that you can organize the steps necessary to solve math problems. If the instructor cant provide this, ask them where you can find such information so that you can get it yourself. If you need help ask the instructor who can assist you with this task. Write down in your daily planner all the information the instructor gives you. Remember that extended time to take tests and using a calculator helps you complete math assignments. These will be listed on your accommodation letter. Remind your math instructors that this helps you. Written Language (written expression, writing fluency, spelling)Roberts writing skills are close to grade level. He is able to use both simple and complex sentences as well as new vocabulary words in his writing. Robert has a good grasp of the writing process and his thoughts are well stated, however, creative writing is a struggle. Robert uses graphic organizers to gather his thoughts and is most successful when he uses speech to text technology.A written outline helps you organize the steps in multi-step processes as you learn them. You have successfully used graphic organizers and speech to text to write papers in your classes.Functional Performance (i.e. - general ability and problem solving, attention and organization, communication, social skills, behavior, independent living, self-advocacy, learning style, vocational, employment, etc.)Robert generally relates well to peers and adults. He has the ability to express his desires and needs yet often needs reminders to do so. When frustrated, he tends to withdraw and avoid situations, and then becomes argumentative. He is beginning to seek assistance when he recognizes that he is frustrated.You need to remember that it is important to tell someone what you are feeling or what it is that is frustrating you. Tell the instructors that if they notice you becoming quiet or argumentative that it is probably an indicator that you are experiencing some frustrations. If you begin to feel this way at college you should ask your instructor when their office hours are and set up an appointment to talk to them privately about the things that are concerning you. Ask your instructor to allow you to leave the classroom briefly if you are becoming argumentative so that you can find a spot to be alone where you can practice your deep breathing exercises that will relax and calm you down. Return to the class promptly. If you continue to feel frustrated ask a staff member where you can go to get some counseling. Write down who you spoke with and where they told you to go so that you can refer to this in future situations. Recommendations to Assist the Student in Meeting Postsecondary Goals Postsecondary AreaRecommendationsEducation/TrainingSubmit the additional information to Bellevue College Bellevue, WA Admissions Office (address) Stay in contact with the Bellevue College Culinary Arts instructor regarding other Culinary Arts programs within the area 1-800-XXX-XXXX Get your most recent IEP and psychological evaluation from your guidance counselor before exiting high school Call Bellevue College (XXX- XXX-XXXX and ask to speak with Sharon House, Disability Services Coordinator (DSC) Inform the Sharon House, DSC, that you have a disability and would like to request accommodations Follow the steps that are given to you which will include bringing your documentation (IEP and Psychological Evaluation) to the DSC Office (XXX) XXX-XXXX Go over what your approved accommodations and be sure to ask what the next steps are. When registering for classes be sure to leave time in between each class so that you will be able to allow for extended time on tests Remain in contact with Rich Smith, DVR Counselor at 1-800-XXX-XXXXEmploymentPick up applications at local restaurants and complete them as soon as possible so that you have a better chance of securing summer employment. Within one week, call each of the restaurants that you have applied to and ask about the status of your application Write down all interview appointments on your calendar Brush up on your interviewing skills Make transportation arrangements, prepare work clothes and be on time.Independent Living (if appropriate)Apply for your Drivers Permit at the Department of Motor Vehicles in Bellevue (XXX) XXX-XXXX, by July 1st. After you get your permit call Browns Driving School (XXX) XXX-XXXX and sign up for driving lessons by August 1st. If you get accepted at Bellevue College, you should apply for housing in their dormitory. Speak with the freshman resident advisor and ask about the rules of the dormitory and ask to whom you can speak if you need someone to talk to about problems. Write down the name and number. Make an appointment with the financial aid office to make sure you have all the necessary paperwork in. Ask about next steps.Other recommendationsNone at this time Other information (include here any other relevant information provided by the student, parent(s), school staff, and/or other agency personnel that may assist the student in transitioning from high school to post-high school): What supports or accommodations have helped you to succeed in school? (aids, adaptive equipment, other services) Getting to know and work directly with my teachers by letting them know the following has been very helpful and supportive to my learning success: Ongoing teacher feedback on class assignments- what I can do differently or continue doing. This helps build my confidence and lets me know that I am on track to how I can get on track! Teacher provides a predetermined visual cue to use in class if he sees me getting off track. Quiet location and extra time for tests to help with distractibility and anxiety A map or organizational visual for multi-level writing assignments Completion of my daily planner. What supports or accommodations do you feel you will need to continue for you to achieve your postsecondary goals? All of the above Some initial assistance in managing my funds Initial (and discrete) new student counseling support to navigate college life- both school and dormitory living. Im nervous! If you believe that you will need services, supports, programs, and/or accommodations: Are you linked with the appropriate post-school supports or program? When I arrive on campus I will meet with the Student Support Services person, Mr. Irvine. I will also send him an email upon graduation to ask him if he has any suggestions for me to prepare for my transition to college!  A copy of this Summary was provided to the student on:6/15/19. 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