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Assisting students move from high school to adult services
It would be good practice to document that the student/family has received this document and has an understanding as to how to make use of it.
and if appropriate,
Present Level of Performance
(upon student exit)
Essential accommodations, assistive technology, environmental or material resources or modifications needed
Academic achievement, functional performance and learning characteristics
SUMMARY OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
* Please note: This information must be CURRENT. It must reflect the student’s performance at the time the SES is written, not when the IEP was written.
Strength Based Assessments Summary?
Career and Technical Education Skills Achievement Profile
Functional Behavior Assessments
Behavioral Intervention Plans
Adaptive Behavior Assessments
Related Service Reports
Includes information about the following domains:
A specific diagnosis and test scoresPart I. Consider Other Information Sources
*When making recommendations, consider the supports and accommodations that have been beneficial to the student and the expectations and types of supports that may be available as an adult
Post secondary goal Summary?
Recommendations to Assist Student to Meet Post-Secondary Goals
Independent Living Goal (if appropriate):
This information is generally not on the IEP.
New York State Transition Coordination Sites 11/06