Embedded Files
Meeting Agenda
Meeting Agenda
Why use a meeting agenda?
An agenda supports IEP teams to share DATA to report progress on how the student is doing on their current goals and objectives. As a team discuss this progress and determine the future areas of development that will be targeted for the new IEP. This data should be the guide for the rest of the meeting to determine goals, services, and accommodations to address the student’s special education needs.
Does using a meeting agenda mean that I have to retype the entire IEP before the meeting?
Absolutely not. The agenda template guiding documents demonstrate the key areas where meeting agenda input is generally advisable.
Agenda Templates
Print For The Meeting
Print For The Meeting
Procedural Safeguards- Part B (English) Translated Versions (Click here and scroll to bottom)
Record of Team Meeting (SpEd Forms)
Meeting agendas for all attendees
Copy of current IEP for all meeting attendees*. If the student has a Behavior Support Plan (BSP) as part of their IEP, also print copies of the BSP for all meeting attendees*.
Progress monitoring data for all meeting attendees*
Draft IEP goals for the proposed IEP
Optional: Name Plates
If Applicable:
Agreement Regarding IEP Team Member Attendance form from SpEd Forms**
Release of Information form from SpEd Forms**
Notice of Transfer of Parent Rights form from SpEd Forms (if the student will turn 17 before the next annual meeting)
*Many case managers prefer to meet in a room with a projector rather than making printed copies of the IEP, BSP, and graphs for all meeting attendees. Projecting the meeting visuals ensures that all attendees are looking at the same thing (and cuts down on "If we flip to page 4..." pauses in the meeting) and it also saves paper. If you project during the meeting, make sure you still have paper copies ready for the parent(s)/caregiver(s).
**These documents should be prepared in advance if the meeting facilitator is aware that a required team member will be absent from the meeting or that the school needs a release to share private educational data with an anticipated meeting attendee. However, also having blank copies of these forms ready at the IEP meeting is a good habit to get into because you are better prepared to handle last-minute changes.
Supplemental Forms Updated at the Annual IEP Meeting
For All Students:
For All Students:
Assistive Technology Consideration Form: This form is completed during the IEP meeting and then printed and filed in the student's special education records.
If Applicable:
If Applicable:
Extended School Year SpEd Forms Form (if the student qualifies for ESY): This form is completed in SpEd Forms and then printed and filed in the student's special education records. Refer to ESY Guidance for more details regarding this process. If the student is not eligible for ESY, checking the "no" box on the IEP form in SpEd Forms is sufficient documentation of the team's decision.
Emergency Health Transportation Information Form on SpEd Forms (if the student is authorized to access special transportation): If the student already receives special transportation, they should already have a completed Transportation Information Form. After the annual meeting, the existing form need only be updated, printed, signed, and forwarded to either the Due Process Secretary or transportation office, depending on district policy.
Information To Gather
Information To Gather
Classroom Performance
What is the role of the General Education Teacher at the IEP meeting?
What is the role of the General Education Teacher at the IEP meeting?
If the student is going to be educated in the general education environment for any part of the school day, then the student’s general education teacher will talk at the IEP meeting about what the student will be taught and expected to learn. This information contributes directly to making decisions about what types of supplementary aids and services (e.g., accommodations, modifications, or paraprofessional support) the student may need to be successful in that setting and achieve their IEP goals. Important reminder: This is not the place where a team member provides input and then leaves. At least one general education teacher needs to stay for the entire IEP meeting, unless the excusal process is followed.
Prior to or In Place of the Meeting
The forms below were created to collect input from IEP team members who are unable to attend the meeting. In some secondary buildings, the forms are completed by all of a student's teachers prior to the IEP meeting. This provides the case manager with a current picture of the student's performance across settings, which can make it much easier to structure discussion during the meeting.
IEP Team Member Input
IEP Team Member Input
This form asks about strengths, needs, and changes to the student's supplementary aids and services, including paraprofessional support.
Teacher Form (Click here to make a copy)
Administrator Form (Click here to make a copy)
Student Performance Checklist
Student Performance Checklist
This form asks about the student's independence in several areas of functioning.
Teacher Form (Click here to make a copy)
Administrator Form (Click here to make a copy)
During the Meeting
Teacher(s) speak to performance in the classroom:
Teacher(s) speak to performance in the classroom:
It is important to be both honest and solution-focused. Teachers should describe the student's (relative) strengths, discuss grade-level expectations for academic and social-emotional-behavioral skills, review grades/performance (work samples are helpful), and explain how supplementary aids and services (e.g., accommodations and modifications) are currently implemented and the effect they are having on the student's access to instruction.
Sample questions for the student's teachers:
Sample questions for the student's teachers:
How is the student performing in [insert goal area]? In what areas are you observing growth or lack of growth?
What accommodations, modifications, assistive technology or paraprofessional support are helping or not helping to ensure the student has appropriate access to the general education curriculum?
Meeting Facilitation Tips
Meeting Facilitation Tips
Designate an official note-taker before the meeting begins and ensure a copy of these notes is placed in the student's Due Process File.
Use the term "appropriate" when describing the students program rather than the word "best".
Stay student focused. If you notice that a meeting participant is framing the conversation around their preferences, ask questions such as, "What would be most appropriate for STUDENT's needs?"
Assure all agenda items are discussed and all team member input is considered.
Give considerations to all parent requests; however, make recommendations and final decisions based on data and professional expertise.
If consensus can't be reach on an agenda item, discuss follow up options.
Setting Up The Room
The physical setup of the room can lend to a positive and effective IEP meeting. Note the following:
Alert office personnel to expect parents and make them feel welcome.
A room free from outside distractions. Hanging a "Do Not Disturb" sign on the door can help.
Ample room and enough chairs for all team members to sit.
Have pens/pencils available. The meeting agenda templates on this website provide parents/guardians with space to take notes.
Have water/beverages available if the meeting will run over an hour.
Position team members. The facilitator/case manager should sit next to the parent.
Optional: Create name cards
Optional Forms To Print
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.
Annual IEP Meetings:
Parent-Friendly Graph Cover Sheet: This handout describes the components and basic interpretation of a progress monitoring graph.
Social & Emotional Learning Competencies: When discussing educational needs and/or IEP goals in the area of social-emotional-behavioral functioning, this handout can help parents to understand the options available to the team.
Am I Ready?
If not, contact team member(s) to confirm their attendance. If a required team member cannot attend, invite a substitute (e.g., if no building administrators are able to attend as the district representative, ask them for someone else to attend in their place). If no substitute is available, contact the parent to offer the choice of proceeding with the meeting or rescheduling. If the parent wishes to proceed:
Complete an Agreement Regarding IEP Member Attendance form.
If the content area of the excused member will be discussed at the meeting, obtain written input from the missing team member. The Classroom Performance page includes several helpful Google Forms that have been created to collect this input.
If the parent has invited other members to the meeting, does the school have current Release of Information forms to communicate with these individuals?
If the parent has invited other members to the meeting, does the school have current Release of Information forms to communicate with these individuals?
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. You need to complete a ROI for each additional attendee that is not the parent.
Are baselines established for the new IEP goals?
Are baselines established for the new IEP goals?
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. To ensure accuracy, it is highly recommended to obtain 3 data points with the new measurement instrument and take the median as the baseline.
Will the student turn 17 before the next IEP meeting?
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]." For more details, refer to the secondary transition page.
Tense Meetings
Tense Meetings
An IEP meeting may turn tense in a hurry if team members:
An IEP meeting may turn tense in a hurry if team members:
Are confused or unaware of difficulties the student is experiencing
Want a level of academic success or a career path for the student that might not be realistic
Feel that a team member hasn’t fulfilled their role in some manner
In these instances we need to find a way to get back to a place where all team members feel like partners in the student's team. This can often be achieved with some very simple communication tips:
Make Positive Parent Contacts
Make Positive Parent Contacts
Take time to call or email parents throughout the school year. Provide good news, achievements, and overall progress to show 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.
Come Prepared
Come Prepared
An IEP Meeting is a time to share and discuss student progress on IEP goals and objectives. The case manager and all service providers must present current data to support this discussion. It is especially important 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.
Additionally, make sure you ask the team including the parent what suggestions they have for addressing the problem (especially if it’s a motivation or behavior issue). It is important for a parent to understand that they are an integral part of the team and that you expect them to play a role.
Consider Seating Arrangements
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.
Try sitting next to the parent so you can go over the paperwork and other items together – it will make the parent feel like you are on their side, and that can go a long way to building and maintaining a successful team relationship.
Invite Parents to Participate From the Beginning
Invite Parents to Participate From the Beginning
Start IEP meetings by asking parents how they feel their son’s or daughter’s year has been going so far. Ask what their child has enjoyed or not enjoyed. Ask if they are aware of any problems or concerns that the team might be unaware of – something they only mention at home. Make sure the parents know their input is valuable and wanted.
Encourage Participants to Bring a Supporter
Encourage Participants to Bring a Supporter
When parents are invited to school meetings during which important issues will be discussed, they may feel intimidated when facing a room full of educators. Parents may be more comfortable during a meeting if they have the support of a known and friendly face. In most instances, having a supportive ally at their side helps parents and others to feel less defensive and participate more fully in school meetings. Remember to complete a release of information for any attendees that the parent brings to a meeting.
Check for Understanding
Check for Understanding
It’s important to stop frequently to make sure all team members understand what is being said. Often, the educational terms used as well as the paperwork that goes along with an IEP meeting can be confusing and overwhelming. Many people would rather be quiet than admit they are confused.
Take a second to say something like: “Does that make sense or not? We're presenting so much information, and it's a lot to take in at once.” This lets parents know that you don’t expect them to understand all the lingo and that you want them to know exactly what you’ve learned about their child.
Use Objective Data
Use Objective Data
If teams disagree, they should rely on objective criteria and data instead of subjective opinions whenever possible. When all IEP team members agree to objective criteria to define the dimensions of a problem, it's less likely that a team member will attempt to support their case through anecdotes, emotional appeals, or unverifiable opinion.
By explaining how progress monitoring data on a student's IEP goal is collected and giving credibility to the data in the team's eyes, educators can increase the likelihood that team members will "trust" the objective data and feel comfortable using it to guide decision making.
Frame the Conversation Around FAPE
Frame the Conversation Around FAPE
If a team member uses the term "best" to advocate for the student’s program, gently remind the team that their task is to determine the most "appropriate" program for the student. Remember that parents do not have the right to demand the specific curriculum used with the student. The assignment of teaching or paraprofessional staff that work with the student is also the school district's decision.
Contentious Meetings
Contentious Meetings
Contact your Due Process Specialist and your Special Education Director in advance if you believe a meeting may become contentious.
Contact your Due Process Specialist and your Special Education Director in advance if you believe a meeting may become contentious.
Due Process Specialist and SpEd Administrator for 2024/25
Due Process Specialists 24-25.pdfSpEd Administrator Map.pdfMentally Rehearse Difficult Situations
Mentally Rehearse Difficult Situations
While you cannot predict when angry individuals will confront you, you can imagine likely interactions that might take place between you and an agitated meeting participant. A useful approach is to imagine likely scenarios in which you would face an angry person and to 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.
Use Reflective Listening
Use Reflective Listening
Listen to the person and make note of important details. At an appropriate pause, step in and paraphrase the person’s concerns in a calm and respectful tone of voice. Some reflective listening phrases that you might find useful are: ‘Let me summarize your concerns to be sure that I heard you right...”, “So from your point of view, it seems that...”, “So what you’re saying is...”.
Acknowledge the Speaker's Emotion
Acknowledge the Speaker's Emotion
If you note obvious signs that the speaker is angry (e.g., facial expression, tone of voice) put a label to that person’s emotion. For example, you might say to the person, “You seem frustrated” or “I can see that you are upset with this issue.” Acknowledging the speaker’s emotion can help in one of two ways: (1) The speaker may not have realized that he or she was showing obvious emotion. If this is the case, your feedback may come as a surprise, prompting the person to calm down and act in a more civil manner toward you. (2) The speaker may not have felt safe telling you that he or she was upset, relying instead on body language to convey that message. Once you name the emotion, the other person may be satisfied that you recognize their feelings and thus soften his or her non-verbal response.
Speak Slowly and Calmly
Speak Slowly and Calmly
Emotional responses tend to be contagious, with one speaker unconsciously adopting the other’s affect. Once you are aware of this phenomenon, you can use it to your advantage. By speaking slowly and deliberately and adopting a positive tone in the face of another’s anger, you can ratchet down that person’s emotional state to a manageable level. After all, it is hard for an agitated individual to maintain a high state of anger when conversing with someone who remains calm and unruffled.
Use Affirming Statements
Use Affirming Statements
In situations in which you believe the other person is reacting in anger because he or she is frustrated or embarrassed, consider using an affirming statement to convey understanding and acceptance. A parent may call you, unhappy because her son has been suspended from school for chronic misbehavior. In response, you might say, “Thank you for calling me. You are a concerned parent and I appreciate that.”
Offer an Apology
Offer an Apology
In some situations, you may realize that you inadvertently did or said something to trigger the other person’s emotion. If you realize that you are in the wrong, consider an apology— but apologize only if you can do so with sincerity. A well-placed apology can have a positive impact, potentially turning a confrontation into a conversation.
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