In the last month of senior year, a counselor hands a student a three-page document called "Summary of Performance," and says it is part of graduating. The student puts it in a backpack. A year later, a vocational rehabilitation counselor asks whether the student has any records, and the document is found under a pile of old notebooks.
The summary of performance is one of the few documents a school gives a student on the way out, and it is easy to ignore. This guide explains what the rule says, what a useful one holds, and how to use it. It is general information, not legal advice, and states have their own forms.
What the rule says
Section 300.305(e) says that, for a child whose eligibility under special education terminates due to graduation with a regular diploma or due to exceeding the age of eligibility, the school must provide the child with a summary of the child's academic achievement and functional performance, which must include recommendations on how to assist the child in meeting the child's postsecondary goals.
That is the whole federal text. It does not give a form. It does not list sections. Wrightslaw, an advocacy site, points out that IDEA does not specify exactly what the summary must contain and that content varies by state.
Section 300.102 explains why this moment matters. Free appropriate public education is not required for a child who has graduated with a regular high school diploma, and that graduation is a change in placement requiring prior written notice. The summary is the document that goes with the student when services stop.
What it is, according to one state
North Dakota's Department of Public Instruction publishes a fact sheet that describes the summary in plain terms.
- It is closely tied to the IEP, but it should be a separate document that condenses and organizes the key information that should follow the student.
- It is a summary of existing data and of performance in academic and functional areas, and it includes recommendations on how to help the student meet measurable postsecondary goals.
- It is in lieu of an exit evaluation.
- Its goal is to foster access to postsecondary supports for students with disabilities.
- The IEP case manager typically develops it, and the final draft is presented to the IEP team for review, revision, and formal approval.
- It is most useful when it is linked with the IEP process and when the student takes an active part in developing it.
A useful structure
Because the rule leaves the form open, states and districts use their own templates. These common sections come from the purpose described above, and are a general picture, not a federal list.
| Section | What it covers |
|---|---|
| Student information | Name, contact information, disability category, the dates of the latest evaluations |
| Postsecondary goals | The goals in education or training, employment, and, where appropriate, independent living |
| Academic achievement | Reading, writing, math, and other learning, with current data |
| Functional performance | Communication, daily living, social skills, work habits, and travel |
| Accommodations and supports used | What helped in high school, and how well |
| Recommendations | What would help the student meet the goals in college, work, and community settings |
| Student input | The student's own description of strengths, needs, and what helps |
What makes one useful
The North Dakota fact sheet says a summary that includes a review of previous disability documentation and current data on the functional impact of the disability will significantly help the student gain access to further education and employment. A summary that does not provide data to document the disability and describe current limitations and accommodations needed will need to be supplemented by additional information.
In practice, that means the strongest summaries have numbers, dates, and specifics rather than general statements. "Reads grade-level text at about 90 words a minute" is more useful to a disability office than "has difficulty with reading." And recommendations work better when they are specific, such as "extended time on timed reading tasks" instead of "needs support."
When to ask for one
The summary is required at exit, but the fact sheet notes that as a best practice, educators may choose to prepare one earlier for students who are transferring to another school, meeting with a college disability coordinator, or applying for vocational rehabilitation services. Wrightslaw's page says the same, and suggests working on the summary during the transition IEP process, when the student can take an active role. If an early summary is written, saving an electronic copy makes updates easy.
How to use it
| Where | How it helps |
|---|---|
| College disability office | Supporting information with the evaluation. See what documentation colleges ask for |
| Vocational rehabilitation | A quick picture of strengths, supports, and goals for the counselor. See vocational rehabilitation basics |
| Adult service providers | A summary of what the student can do and what helps |
| A new school or program | A short document that follows the student |
| Employers | Share only what the student chooses to. The summary is the student's document, and sharing it is the student's decision |
Questions to ask the team
Keeping it
Make several copies, and store one electronically. Put one in a folder with the latest evaluation, the final IEP, and a list of the accommodations the student has used. The student owns these records after graduation, so teach the student where they are. A summary that the student can find in five minutes is worth far more than one lost in a drawer.
Summary-of-performance slips
- Leaving it until the last week. A rushed summary is often a thin one.
- Treating it as the school's document. It is the student's, and the student's input belongs in it.
- Expecting it to replace an evaluation. It summarizes existing data.
- Losing it. Keep copies and teach the student where they are.
- Not asking for specifics. General recommendations are hard to use.
For how exit pathways differ, see diploma versus certificate. Terms are in the glossary.