Embedded Files
Explanation
To ensure a smooth running efficient meeting, it is necessary to prepare ahead of time. To begin, you want to schedule the annual IEP meeting approximately 4-6 weeks before the service end date of the current IEP. This allows time to reschedule when needed. This page includes additional considerations as you prepare for a team meeting.
BCCS Expectations
It is expected that case managers do the following:
Document all attempts to schedule a meeting with parent/guardian in the SpEd Forms communication log. Use all communication methods available - phone, text (Talking Points) and email.
If you have tried all methods and have not been successful in reaching the parent/guardian to set up a meeting, connect with the building Special Services Supervisor/Manager.
Once the meeting is scheduled, complete the Notice of Team Meeting and send to parent/guardian. This needs to be sent at least a week prior to meeting. Include Parental Rights and Safeguards Brochure and indicate it was sent on the bottom of the Notice of Team Meeting (check box and your initials).
Communicate the meeting to all team members* and ensure required members are going to be present. *Additional team members may include related service providers, EL teacher, school nurse, resident district rep if family does not live within BCCS boundaries, and others, in addition to the core/required members. Resident District contacts for non BCCS families
If a gen ed teacher is only able to attend if they have classroom coverage, please reach out to building admin in advance and ask for support in finding coverage. If you do not have confirmation from a district rep or gen ed teacher a week prior to the meeting, connect with the building Special Services Supervisor/Manager. District reps and gen ed teachers are required to attend the entire meeting unless the parent/guardian excuses them BEFORE the meeting starts and their information is provided.
Consider reminding parent/guardian a few days ahead that the meeting is scheduled
If you have set a meeting and sent the NOTM to parent/guardian and the parent/guardian does not arrive at the meeting, call the parent/guardian to remind them and document if the meeting was not held in the SpEd Forms communication log. Reschedule the meeting and send a new NOTM. If the parent/guardian does not arrive to this second meeting and they have not communicated with you (ex: they didn't cancel in advance or ask to reschedule, you call at the beginning of the meeting to see if they are still coming and they do not answer), you can move forward with the meeting unless it is an initial eligibility meeting or initial IEP meeting. Ensure to document parent/guardian did not attend, the number of attempts made and the follow up that you do after the meeting.
Have a prepared agenda
Document meeting attendance & key discussions, decisions made (may be separate or part of a combined agenda document)
Share data to inform the proposal of new goals and objectives
If the student is newly qualifying for special education or is new to BCCS, provide the parent/guardian with the MA Consent form to review and complete if if was not already sent with the eval PWN.
Who should be invited to an IEP meeting? All members of the student's team, including the Required Team members (see below).
Who is considered to be a team member? Invite all special education service providers, invite the student's EL teacher if they receive EL services, ask family if there is anyone they would like to invite (an advocate? a county worker or mental health provider?), are there other school personnel that support the student in which their input is needed when discussing programming, are there other agency staff that are needed (Voc Rehab?)
Is an interpreter needed for the meeting? How to request an interpreter
Who is considered the parent/guardian? Students do not always live with their parent/guardian, or sometimes have two legal parents not residing in the same household. We are required to invite all legal parents, whether the student lives with them or not (ex: non custodial parents, students in foster care placements in which parental rights are still intact, unacommpanied youth living with a caregiver but parental rights are still intact). Use this flow chart to help determine if a surrogate parent is needed for foster care placements).
Required Team Members
Parent / Guardian
One or more special education teacher or service providers of the student
In Minnesota, a teacher who is licensed in the student’s disability area must be part of the student’s IEP team (ABS covers mild-moderate disability areas).
Principal, Assistant Principal (Role of district rep and who to invite; district rep role MDE info )
Student (when postsecondary be considered, by age 14) - student does not need to attend, but MUST be invited, on the NOTM, and the school must ensure they have their interests and preferences considered for their transition IEP.
*You MUST invite a District Rep from the district in which the student lives if they are open enrolled District Rep contacts, however they are not REQUIRED to attend.
Document Options
Introduction
Introduction
These are templates that have been reviewed to ensure they include essential/required components. Make a copy and edit it to fit your situation. Since these can be used for ages 3-22, there are things you may need to change/delete. It is ok (and encouraged) to personalize it to the student (examples: color scheme, pictures, etc.). If you have a version of your own, compare it to these to ensure you have the essential/required components. Upload meeting documents to SpEd Forms history as a PDF.
BC Student IEP Reporting Form
BC Student IEP Reporting Form
This document is solely to collect information from other staff in regards to a student. (It is not an IEP agenda.) Can be given to gen ed teachers, other IEP service providers, EL teachers, counselor, etc.
BCCS Eval/IEP Mtg. Agenda
BCCS Eval/IEP Mtg. Agenda
This document serves as an Evaluation Results & IEP meeting agenda and it has space for notes to be taken on it.
BCCS IEP Mtg. Agenda
(with Reporting Section)
BCCS IEP Mtg. Agenda
(with Reporting Section)
This document serves as an IEP meeting agenda and it has space for notes to be taken on it. It also has a section for other staff to provide information.
BC Eval/IEP Mtg. Slideshow
BC Eval/IEP Mtg. Slideshow
This slideshow is for reviewing the results of the evaluation and the IEP meeting. It is for initials and re-evals. It can be used for ages 3-22. After making a copy, delete/add slides as needed to fit the specific needs of the student and meeting.
BC IEP Mtg. Slideshow
BC IEP Mtg. Slideshow
This slideshow is for an annual IEP meeting. It can be used for ages 3-22. After making a copy, delete/add slides as needed to fit the specific needs of the student and meeting.
Additional SpEd Forms Option:
You can also use the Record of Team Meeting Form in SpEd Forms to record the discussion and decisions that occurred during the meeting if you wish to do so.
Print for the Meeting (or project/share screen & have paper copies for parent)
*When projecting instead of printing, a copy should still be made available to the parent/guardian.
Meeting Agenda
Record of Team Meeting (option for notes, summary of meeting)
IEP, Behavior Support Plan, Evaluation (IEP and BSP may instead be summarized on agenda/slides)
Progress Monitoring Information/Graphs/Data
If applicable:
Agreement Regarding IEP Team Member Attendance form from SpEd Forms
Written Input from absent team members
Notice of Transfer of Parent Rights form from SpEd Forms (if student will turn 17 prior to the next IEP meeting)
MA Consent form (newly qualifying or new to BCCS)
Am I ready?
Have all required IEP team members RSVP'd yes to the calendar invite at least a week in advance? (If not, check with them. If they can not attend, is there an appropriate substitute? If no substitute is available for a required member, contact the parent/guardian to give them the option to reschedule or excuse the absent team member with written input.)
Does the case manager and all service providers have current data ready to share along with ideas for new goals and objectives? (Including baseline data for new goals.)
Will the student turn 17 before the next IEP meeting? (If yes, be ready to provide verbal and written Notice of Transfer of Rights at Age of Majority.)
Has the parent invited other members to join the meeting? (If yes, you need to make sure a current release of information is on file. This could be signed at the meeting. It is always a good idea to have blanks release forms ready in case something unexpected comes up.) Reminder: Non-Custodial parents must also be invited.
Tips for Positive Meetings
Make sure parental contact has been ongoing prior to the meeting. (We are partners in supporting our students. The meeting should not be the first time a parent is hearing about something that has been ongoing.)
Make positive contact prior to the meeting. (Often times communication occurs when concerns arise. Make sure you communicate strengths and positive news as well.)
Prepare the room/space. (If it is in a meeting space, consider location, having enough chairs, who will sit where, minimizing distractions, having pens/pencils available, etc. If on zoom, make sure everyone has the link/knows how to attend and consider minimizing distractions, plans for sharing documents or information, etc.)
Bring data and ideas. (Consider the best method to share data. Visuals are very helpful. Data helps us make informed decisions in regards to goals, services, least restrictive environment, and more.)
Make sure all team members know the purpose of the meeting. (This should be on the Notice of Team Meeting and calendar invite. Consider when it is appropriate to have further communication with the parent, the administrative designee, or anyone else on the team to ensure everyone is prepared.)
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