A student has a thick folder: three years of IEPs, a psychoeducational report from sixth grade, and a binder of accommodation letters. She hands it to the college disability office. The specialist thanks her, flips through it, and says the college will also need something current from a provider.
The paperwork colleges ask for is different from what high school used, and it falls to the student to supply it. This guide describes what two colleges say, how the high school's summary of performance fits in, and when to ask the right questions. It is general information, not legal advice, and each college sets its own guidelines.
The common pattern
Two colleges' published pages show a pattern that many colleges follow.
George Mason University's disability services FAQ says that students provide their own evaluations. It says an IEP or 504 plan can be submitted but may not be enough by itself, and that a student may need health care provider documentation showing how functional limitations support each accommodation. It also says that IEP and 504 plans do not carry over to college and that the student goes through an interactive process again.
Reed College's page says that in high school the school obtains the IEP or 504 plan, while in college the student must obtain a current evaluation from an appropriately credentialed practitioner. It says IEPs and 504 plans may still be helpful, but they do not replace the college's required documentation.
The common thread: a current evaluation, from a qualified professional, that explains how the disability affects the student in a learning setting.
What colleges may look at
| Document | Why a college may want it | Note |
|---|---|---|
| A current evaluation from a credentialed professional | Establishes the disability and describes its impact | Often the core document, with recency rules set by the college |
| Provider letter or form | Shows how functional limits relate to each requested accommodation | Some colleges provide a form for the provider to complete |
| The IEP or 504 plan | Shows past services and supports | Supporting information, rarely sufficient alone |
| Summary of performance | A school's summary of achievement and functional performance, with recommendations | Given at graduation or aging out. See below |
| List of past accommodations | Shows what worked in high school | A student can write it, with examples |
| Student interview | Fills gaps and explains needs | Usually part of the intake meeting |
What the summary of performance adds
Section 300.305(e) says that when a student's eligibility ends because of graduation with a regular diploma or exceeding the age limit, the school must give the student a summary of academic achievement and functional performance, including recommendations on how to help the student meet postsecondary goals. A college may read it as supporting information. It was not written for the college and may not meet its documentation rules by itself. See summary of performance explained.
What a useful report looks like
Colleges differ, so this is a general picture of what many ask for, not a rule.
- Who wrote it. A professional whose training fits the condition, with credentials listed.
- When. A recent date, as the college defines recent.
- What it says. A description of the condition and how it affects functioning in learning situations, such as reading, writing, attention, or movement.
- What it recommends. Supports that fit the described limits.
- Whether it fits the request. Each accommodation the student requests should be supported by something in the documentation.
George Mason's FAQ states the last point directly: provider documentation should show how functional limitations support each accommodation.
Timing the evaluation
The student's last evaluation may be several years old by the time of graduation. Ask the high school team in the spring of junior year or early senior year whether a current evaluation will be available before graduation, and whether a reevaluation is planned. If a current evaluation will not exist, ask a provider early, because scheduling can take months and some insurers require approvals. Ask the college what it will do while the student waits: some colleges give temporary arrangements.
Privacy and records
Keep copies of everything the student gives to a college. The student decides who sees the documents, and Reed College's page notes that staff need a signed release before sharing information with parents. If the student gives you permission, keep a folder with: the latest evaluation, the most recent IEP, the summary of performance, and a list of the accommodations the student has used and found helpful.
Questions for the college
A checklist before graduation
- Ask the high school team whether a current evaluation will exist.
- Request the summary of performance and read it.
- Gather the IEP and evaluation reports in one folder.
- Read each college's documentation page, and write down differences.
- Ask a provider for a letter or form if the college requires one.
- Register before classes begin. See how to ask for college accommodations.
If the student has more than one condition
Some students have several: a learning disability and anxiety, or a physical condition and a medical one. Colleges may ask for documentation of each condition for which the student requests accommodations. Different providers may be needed, and each report should speak to the condition it covers. A student can make a short list of conditions, the professional who evaluated each, and the date of the latest report. Bring the list to the intake meeting. It saves time and helps the specialist see what is missing.
If the student has no recent evaluation and no way to get one
Cost and access are real barriers. A student in this situation can ask the disability office what alternatives it accepts, such as a letter from a treating provider, school records, or a meeting to describe the student's history. The office may also know of low-cost evaluation clinics, including training clinics at nearby universities. Some colleges offer temporary arrangements while documentation is gathered. Because every college decides for itself, the useful step is to ask early and ask plainly: what are the options if I cannot get this exact document?
What not to send
Send what the college asks for, and nothing more than the student is comfortable sharing. Medical or psychological records can contain details that have nothing to do with accommodations. If the form asks for a specific report, send that report. If the student wants to include a long file, ask the office whether the full record is needed or whether a summary will do. The student can always add more later if the office asks.
Documentation mix-ups
- Bringing only the IEP. It often is not enough.
- Relying on an old evaluation. Colleges ask for current.
- Waiting until the first week of classes. Review takes time.
- Not matching accommodations to evidence. Each request needs support.
- Forgetting that the student controls the records. Parents need a release.
For the broader comparison, see IEP, 504 plan, and college accommodations compared. Terms are in the glossary.