Report Writing for Professionals

Tips for Therapists & Physicians serving the Special Needs Community

Far too often the success of an Individual Education Program (IEP) meeting relies on the content of reports and assessments. District professionals understand the need for educational supports and related services for special needs students, however, they must also work within the “fiscal parameters” set by the school district. This ever growing budget challenge sends many parents in search of private assessment reports to bolster their chances of securing needed services for their children. Private providers and their reports are often a key factor in securing benefits for a special needs student. Here are some tips to keep in mind as you draft your reports and assessments.

It is important to avoid the use of words such as “Best”, “Most” or “Maximize” when referring to development or potential.

Use of “Best”, “Most” or “Maximize” will likely open the door for the district’s dismissal of your recommendations as a “best case scenario.” Consider using instead “appropriate,” “at a minimum” or “least restrictive setting”. These terms embody fundamental concepts of the Federal Individuals with Disabilities Education Act (IDEA) and their use has specific meaning to school district administrators.

As a physician, it is natural for you to suggest the course of services that will lead to the best result for the client. However, under the IDEA, your patient is only entitled to an “appropriate education” – NOT the BEST education or an education that is geared to “maximize potential.” Many courts still define an “appropriate education” as “access to an education” or a “basic floor of educational opportunity.” Bd. of Educ. v. Rowley, 458 U. S. at 189.

When suggesting an alternative to a district’s proposal, avoid the use of “greater progress” or “more progress” when presenting your services plan.

As an expert for the parents, your report will be used to advise the IEP team and possibly even a Judge about the inadequacies of the public school program and the strengths of the program suggested by the parents. If you believe that a specific proposal will work for the child, it is essential that you firmly state the reasons for your recommendation. “Greater” or “more progress” suggests that the district alternative will work for the child, albeit less effectively. A Judge may interpret this to mean that the school’s offering, although not optimal, IS appropriate, making it very unlikely that the parents will prevail in a due process challenge.

Be specific about the amount of services recommended (Visits per week) and differentiate between individualized versus group placement.

Reports drafted by district personnel are often intentionally vague as to frequency of services and group versus individual placement. It is vital that a private physician’s report set out the minimum duration and intervals for a service and whether or not the service should be administered on an individual or group basis. Clinic or classroom administration of the service can also be a key point.  If any of the above factors will make or break a proposed intervention, it is vital that you spell out the child’s unique needs to build your case for the proposed service plan. Where possible, present your findings first as a goal followed by a recommendation for a services program necessary to achieve the desired result.

Best of luck in your report writing and thank you for all you do for these wonderful children.

These materials were prepared by Mark Woodsmall, founder of the Woodsmall Law Group and the parent of a child with Autism. For more information on securing an Report Writing, the IEP, Due Process, or to secure an in-service training on this topic for your staff,  please contact us at

Woodsmall Law Group

(626) 440-0028

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