Team Meetings

Both new and veteran special educators can find team meeting to be stressful. Surprisingly teachers often feel a lot of anxiety in these types of situations. The purpose of the information below is to help special educators feel more comfortable with the team meeting process.

The less stress we experience the less likely we as educators will experience the negative symptoms associated with occupational burnout.

The Role of The IEP Team

There are three main components defined by the state that must be included throughout the team meeting process. Determining a students eligibility for special education services, developing the students individualized education program, and determining the students educational placement are the three main components of the IEP team meeting process.

Massachusetts Team Meeting Process

Massachusetts DOE .pdf

MA Department of Education

The link to the left will direct you to the Massachusetts IEP Process Guide provided by the Department of Elementary and Secondary Education. This process guide will be a good recourse when you have specific questions regarding the state regulations on IEP process & development.

The Do's & Dont's Of IEP Meetings

Published: January 28, 2016Produced By: Julia Clark

Initial Team Meetings

Required Documentation
  • Administrative Data Sheet
  • Eligibility Determination
    • Completed Evaluations
      • SLD Form (if required)
      • Autism Checklist (if required)
  • IEP1 (concerns, strengths, & vision)
  • IEP2 (Present Levels A - Gen. Ed.)
  • IEP3 (Present Levels B - Other Educational Needs)
  • IEP4 (goals, objectives, & benchmarks).
  • IEP5 (Service Delivery Grid)
  • IEP 6 (Non-participation Justification form).
    • Additional Information
    • Bullying Prevention Form
  • IEP7 (State and District Wide Assessments).
  • MCAS Accommodations (3rd - 12th grade only)
  • Placement Consent Forms
    • PL1: Placement
    • PL2: Educational Environment
    • PL3: Primary Disability

3-Year Reevaluation Team Meetings

Required Documentation

  • Administrative Data Sheet
  • Eligibility Determination
    • Completed Evaluations
      • SLD Form (if required)
      • Autism Checklist (if required)
  • IEP1 (concerns, strengths, & vision)
  • IEP2 (Present Levels A - Gen. Ed.)
  • IEP3 (Present Levels B - Other Educational Needs)
  • IEP4 (goals, objectives, & benchmarks).
  • IEP5 (Service Delivery Grid)
  • IEP 6 (Non-participation Justification form).
    • Additional Information
    • Bullying Prevention Form
  • IEP7 (State and District Wide Assessments).
  • MCAS Accommodations (3rd - 12th grade only)
  • Placement Consent Forms
    • PL1: Placement
    • PL2: Educational Environment
    • PL3: Primary Disability

Annual Review Team Meetings

Required Documentation

  • Administrative Data Sheet
      • Autism Checklist (if required)
  • IEP1 (concerns, strengths, & vision)
  • IEP2 (Present Levels A - Gen. Ed.)
  • IEP3 (Present Levels B - Other Educational Needs)
  • IEP4 (goals, objectives, & benchmarks).
  • IEP5 (Service Delivery Grid)
  • IEP 6 (Non-participation Justification form).
    • Additional Information
    • Bullying Prevention Form
  • IEP7 (State and District Wide Assessments).
  • MCAS Accommodations (3rd - 12th grade only)

Reconvene Team Meetings

Required Documentation

  • Depending on the reason for the reconvene team any or all of this forms listed in the previous meeting categories could be applicable.
  • If the team chooses at the time of the meeting to change any portion of the IEP, the IEP liaison must complete the necessary paperwork to complete an IEP amendment.
    • Amendment Data Sheet
    • N1 Letter to notify parents/guardians of the changes made in writing.

IEP Transition Meetings

3 Year Olds Entering School:

  • Massachusetts educational regulations state that public school districts must offer young children diagnosed with a disability or multiple disabilities with a comprehensive educational program, including related services (if pertinent to the child's needs) beginning at 2.9 years of age.

  • Prior to entering a public school program, children are typically serviced from Birth - 2.9 by professionals working at early intervention centers such as PDC or UCP.

  • Children are referred to a public school preschool program typically by their case manager at the early intervention center.

  • Public school professionals such as the special educator and related service providers will evaluate each child referred either through a home visit or through a visit to the early intervention center.

  • Following these evaluations a meeting is held to determine eligibility for public school special education services and at this meeting an IEP is developed.

For further information on this process we recommend that you speak with the Integrated Preschool Teacher in your building!

More Information on this process will be forthcoming in subsequent updates to this resource guide.

IEP Transition Meetings

22 Years old Entering Post School Life

  • Massachusetts educational regulations state that public school districts must offer children diagnosed with a disability or multiple disabilities, with a comprehensive educational program, including related services (if pertinent to the child's needs) beginning at 2.9 years of age and ending when the child reaches the age of 22

  • Throughout their years in public schools these students will be provided with the supports necessary in order to meet their individual needs.

  • When a child nears the the age cut off of 22, educational professionals such as the special educator, related service providers, and typically a special education administrator hold a transition meeting with the child's family as well as other outside agencies for individuals with disabilities. The goal of this meeting is to determine how to support the young individual in their transition to post school life.

  • Agencies in Berkshire County such as BFAIR and BCARC provide a variety of resources and programs for adults with disabilities as well as maintaining support for their families.

For further information on this process we recommend that you speak with the Life Skills Teacher in your district!

More Information on this process will be forthcoming in subsequent updates to this resource guide.