Writing the IEP: Student Profile, Present Levels & Special Factors

The Student Profile is the foundation the rest of the IEP builds on. It must be a genuine team synthesis of the student's strengths, needs, and evaluation results — not a copy-paste of the eligibility report — because every other IEP component (goals, services, placement) must trace back to what's written here.

• DEA — content requirements for the IEP

• Alabama Administrative Code, Chapter 290-8-9

The Student Profile must include general statements on: the student's strengths, parental concerns for enhancing their child's education, student preferences/interests (including transition information when applicable), results of the most recent evaluations, and how the disability affects involvement and progress in the general curriculum (or, for preschoolers, participation in age-appropriate activities).

Write evaluation results in plain language. Standard scores and percentiles can mislead — use consistent terms like *above average, average,* or *below average* so every IEP Team member and parent understands the same thing (e.g., "In reading, John scored a 95, in the average range").

If a parent doesn't respond to the request for their concerns, document that they did not respond — never write "N/A."

**Special Instructional Factors** — behavior impeding learning, an existing Behavioral Intervention Plan, limited English proficiency, Braille instruction, communication needs, assistive technology, specially designed P.E., Alternate Assessment participation, and transition — must each be marked Yes or No. Any factor checked "Yes" must be addressed somewhere in the IEP.

Transportation must be addressed in every IEP. If checked as a related service, a transportation department representative should be consulted, and specific supports (adult support, wheelchair lift, restraint system, etc.) must be documented — never carry a student onto the bus; they must be secured before boarding a lift.

Nonacademic and extracurricular activities must have at least one box checked. A plain "Yes" — the student will have the opportunity to participate with nondisabled peers — requires no description. If "Yes, with supports" is checked, describe the supports in the space provided. If "No" is checked, an explanation is required in the space provided.

• Special Instructional Factors checked "Yes" but never actually addressed elsewhere in the IEP

• Parental concerns section left blank or marked "N/A" instead of documenting no response

• Present levels written in raw scores/percentiles instead of plain, understandable language

• Transportation section left incomplete when a student has related transportation needs