For case managers with graduating seniors, an Exit Form including a “Summary of academic achievement and functional performance” and “Recommendations on assisting the student in meeting post-secondary goals” is required for any student who will be graduating with a regular diploma. Attached are several examples.
This form can be completed on the database (Go To –> Program Exit Form).
A few examples of the types of statements that should be included on this form are listed below:
“Provide a summary of student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting post-secondary goals.”
EXAMPLE 1:
Summary of academic achievement and functional performance:
Student struggles with spelling, sentence syntax and organization of his assignments. On lengthy assignments, Student needs extra time to have an adult edit his work. Student’s learning disability in written expression limits his ability to complete lengthy written assignments in a timely manner. Student needs several opportunities for peer proofreading and revision of his written work.
Recommendations on assisting the student in meeting post-secondary goals:
Academic curriculum may need to be modified in content areas to accommodate writing levels. Such accommodations may include: shortened assignments, small group testing environment, clarification of directions on lengthy assignments, a word bank to be provided to Student on all fill in the blank tests, and the use of notes and/or book on tests or quizzes. Student would also benefit from his lengthy writing assignments being segmented into smaller chunks.
EXAMPLE 2:
Summary of academic achievement and functional performance:
Student has met all of the requirements to earn a diploma from High School: he passed all portions of the High School Graduation Qualifying Exam; he earned the necessary credits; and he completed his senior service project. Student is very respectful. He has perseverance to work through difficult times in order to finally succeed. His ability to communicate clearly has improved. He has also become a better self-advocate.
Recommendations on assisting the student in meeting post-secondary goals:
Student works best in a small setting with minimal distractions. He works best when given clear guidelines and expectations. Student has difficulty communicating his thoughts in an organized manner, both when speaking and when writing. He is sometimes slow to build relationships with adults, but once he does he is able to open up and communicate in a more clear manner. Student responds really well to positive reinforcement and direct feedback.
EXAMPLE 3:
Summary of academic achievement and functional performance:
Student needs extra time to process information. Once she grasps a concept, she does a good job of holding onto the information. Student needs additional support and time in the small class setting based on her needs in the area of reading comprehension, writing (grammar and vocabulary) and understanding math vocabulary. She has a relative strength in her receptive language, with significant delays in her expressive communication. Student works very hard to compensate for these deficiencies.
Recommendations on assisting the student in meeting post-secondary goals:
Academic curriculum may need to be modified. Such accommodations may include; additional time, directions clarified, use of scientific calculator to check daily work and tests, restate directions, use of visuals, use of vocabulary/concepts graphic organizers, written work edited before turning in, use of math resource guide for daily work and tests, clarification of tests questions
