Meeting Preparation

Go-To Tools

The handy tools that help you get the job done efficiently.

Due Process Activity Lists - Master

DPALs are checklists that will walk you through the prep for a meeting.

There are checklists for several types of meetings, including:

Annual IEP meetings
Full IEP team meetings where an amendment is discussed
Manifestation determination meetings
Meetings that result from repetitive use of restrictive procedures

Print for the Annual IEP Meeting

* Meeting Agenda:

Annual IEP Meeting Agenda
Annual IEP Meeting Agenda (Transition)
IEP Team Meeting (Flexible) — Used for meetings to consider amendments, parent requested meetings, meetings to review an initial eval. but not develop an IEP, etc.

For manifestation determination or restrictive procedures agendas, visit those webpages. There are also "retired" IEP agendas that we no longer update as of June 2024.

Must-Have Paperwork:

Procedural Safeguards
Record of Team Meeting form from SpEd Forms
** IEP, Behavior Support Plan (if applicable), and Evaluation Summary Report (if applicable)
** Progress monitoring graphs from eduCLIMBER. Also bring proposed targets for IEP goals.

If Applicable Paperwork:

*** Agreement Regarding IEP Team Member Attendance form and written input from absent team members
*** Release of Information form
Notice of Transfer of Parent Rights form (if the student will turn 17 before the next annual meeting)

* If you use your own agenda template, it must include all areas of the IEP.

** Consider projecting instead of making printed copies for everyone. It saves paper and ensures that everyone is looking at the same thing. Make sure you still have paper copies available for the parent.

*** We recommend having blank copies of these forms ready at all IEP meetings. Then you're prepared to handle last-minute changes.

Helpful Handouts

These handouts help parents/guardians to understand issues being discussed during IEP team meetings, empowering them to make informed decisions with the team. The handouts are sometimes sent to parents/guardians with the Notice of Team Meeting and are sometimes reviewed during the meeting.

For any meeting:

How does SCRED partner with my child's school district?: Parents are often unfamiliar with the concept of "education districts" and want to know more about the IEP team members who are employed by the St. Croix River Education District. This one-page flyer answers those basic questions.

For annual IEP meetings:

Parent-Friendly Graph Cover Sheet: This handout describes the components and basic interpretation of a progress monitoring graph.
Behavior Flowchart Worksheet: This is a more parent-friendly way of understanding how a Behavior Support Plan works. Copies of this worksheet are a great way to obtain BSP input from parents, students, and other stakeholders who aren't well-versed in the science of behavior.

For eval review meetings:

Test Descriptions Handout for Parents: This handout explains the basics of norm-referenced assessments (i.e., IQ tests, achievement tests, behavior rating scales). It is typically sent to parents with the Notice of Team Meeting, which gives parents an opportunity to read through the handout prior to the meeting.
MN Eligibility Criteria Checklists: These checklists are commonly used as handouts during evaluation review meetings when initial eligibility is being discussed. When a student is re-evaluated, they do not need to meet initial eligibility criteria and can continue to be eligible for services if there is evidence for a continuing need. As such, these handouts are not typically used during re-evaluation meetings.

Am I Ready?

Have all team members RSVP'd "yes" in Google Calendar?

If not, contact team member(s) to confirm their attendance. If a required team member cannot attend, invite a substitute (e.g., invite your School Psychologist if no building administrators are able to attend as the district representative). If no substitute is available, contact the parent to offer the choice of either rescheduling or proceeding with the meeting and excusing the absent team member(s).

Are baselines established for the new IEP goals?

The case manager should work with the IEP team to formulate progress monitoring procedures and determine a baseline for any proposed goals prior to the IEP meeting.

A reliable baseline measure is generally the median of three scores taken at three different times (usually three different days). The measurement procedure used to establish the baseline score must match the procedure described in the goal.

If the measurement instrument will not change (e.g., ORF probe at same grade level, rubric or checklist with identical items, etc.), case managers typically take the median of the most recent 3 data points and use this as the baseline for the new IEP goal.

If the measurement instrument will change in any way or if the team is considering adding a new IEP goal, it should be administered in advance of the meeting so the team is able to discuss the student's present level of performance and determine an appropriate goal.

Occasionally, the IEP team will determine that the proposed progress monitoring procedures should be modified or that a new IEP goal should be added that the case manager did not anticipate. In these cases, the case manager will need to collect data and determine a baseline between the meeting and when the IEP is sent to parents. This should be a rare occurrence. It doesn't allow the full IEP team to meaningfully discuss the goal target, and it puts significant pressure on the case manager to collect multiple data points and determine an appropriate goal target during the 10 school day timeline for sending out the new IEP.

Do we have Release of Info. forms for parent invitees?

If not, prepare a Release of Information form for the parent's signature. It's a good idea to have a few blank ROI forms available for any meeting in case the parent brings additional attendees without warning.

Will the student turn 17 before the next IEP meeting?

If the answer is yes, be prepared to provide a verbal and written Notice of Transfer of Rights at Age of Majority. Following the meeting, be sure to click the checkbox in SpEd Forms next to: "The Student was informed on ____ of the rights that will transfer on: [auto-fills with student's 18th birthday date]."

If needed, is an interpreter invited?

IDEA is clear that IEP teams must communicate with families in their native language, so if needed, we are obligated to provide interpreters during the IEP meeting.

Member districts each have their own procedures for procuring interpreter services — contact your Principal if you need to arrange for interpreter services.

Tips to Prepare for a Positive Meeting

Make Positive Contact Before the Meeting

Often, the communication from school that a parent of a student with a disability receives is almost entirely negative.

By taking time to call, text, or email parents with positive information, you are showing the parent that you see the strengths their child possesses, not just their weaknesses. When you sit down at the IEP meeting, parents will remember that.

Bring Data & Ideas

Especially if you know you will be discussing problems the student is having, make sure you come with ample documentation of what the problem is, what you have tried so far to deal with the problem, and some suggestions of what you would like to try next.

Encourage Parent(s) to Bring a Supporter

Parents may feel vulnerable when facing a room full of educators. In most instances, having a supportive ally at their side helps parents to feel less defensive and to more actively participate in meetings.

Encourage them to invite a relative, friend, or advocate. You can also invite school staff with whom the parent has developed a level of trust.

Prepare the Meeting Room

Alert office personnel to expect parents and make them feel welcome.
Minimize distractions (e.g., hang a "Do Not Disturb" sign on the door).
Have enough chairs and space for all team members to sit comfortably.
Have pens/pencils available so people can take notes.

Consider Seating Arrangements

Make sure that the parent is not seated on one side of the table while all the teachers, administrators, etc. are seated across from them. This would make anyone feel like they were being ganged up on.

As the facilitator, you should sit next to the parent so you can go over the paperwork and other items together.

Mentally Rehearse Difficult Situations

Imagine likely scenarios in which you would face an agitated meeting participant and mentally rehearse the techniques that you will use to positively manage that interaction.

Mental rehearsal is a good way to practice your conflict management skills in a safe, controlled manner.

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