# Specialist Templates — IEP Meeting Prep & Progress Monitoring

```mermaid
flowchart TD
    A[IEP Meeting Prep] --> B[2+ Weeks Before]
    B --> B1[Parent Invitation & Team Invites]
    B --> B2[Teacher Input Forms]
    A --> C[1 Week Before]
    C --> C1[Collect Data & Draft IEP Updates]
    C --> C2[Prepare Parent Summary]
    A --> D[Day of Meeting]
    D --> D1[Facilitate & Document Decisions]
    A --> E[Immediately After]
    E --> E1[Distribute IEP to All Providers]
    E --> E2[Calendar Next Annual Review]
    A --> F[Progress Monitoring]
    F --> F1[Track Goal Progress Quarterly]
    F --> F2[Verify Service Delivery]
    A --> G[Transition Planning - Age 16+]
    G --> G1[Assessments & Post-Secondary Goals]
    G --> G2[Agency Connections]
```

## Template 1: IEP Meeting Preparation Checklist

**Student:** ___________________________ **Meeting Date:** _______________
**Meeting Type:** ☐ Initial ☐ Annual Review ☐ Triennial ☐ Amendment ☐ Transition ☐ MDR
**Case Manager:** ___________________________

### 2+ Weeks Before
- [ ] Send parent invitation (Prior Written Notice of meeting)
  - Includes: purpose, date, time, location, who will attend, parent rights
  - Sent via: ☐ Mail ☐ Email ☐ Hand-delivered ☐ Interpreter arranged (language: ___)
- [ ] Confirm parent can attend — offer at least 2 alternative dates/times if needed
- [ ] Invite all required IEP team members:
  - [ ] Parent/guardian
  - [ ] General education teacher
  - [ ] Special education teacher
  - [ ] LEA representative (can make resource commitments)
  - [ ] Person who can interpret evaluation results (if initial/triennial)
  - [ ] Student (required by age 16 for transition; invited earlier when appropriate)
  - [ ] Related service providers: _______________
  - [ ] Other agency representatives (transition): _______________
- [ ] Send teacher input forms to all general ed teachers
- [ ] Request excusal forms if any required member cannot attend (parent must agree in writing)

### 1 Week Before
- [ ] Collect and review all data:
  - [ ] Current grades and attendance
  - [ ] Progress on current IEP goals (most recent progress reports)
  - [ ] Teacher input forms returned
  - [ ] Behavioral data (if applicable)
  - [ ] Assessment results (if triennial/initial)
  - [ ] Transition assessment results (if age 14+)
  - [ ] Related services logs
  - [ ] State assessment results (MAP/EOC with accommodations)
- [ ] Draft proposed IEP updates:
  - [ ] Present levels of performance (PLAAFP) updated with current data
  - [ ] Proposed goals aligned to assessed needs
  - [ ] Proposed services, frequency, duration, location
  - [ ] Proposed accommodations and modifications
  - [ ] Transition plan updates (if applicable)
- [ ] Prepare parent-friendly summary of progress
- [ ] Print copies of: current IEP, proposed draft, procedural safeguards
- [ ] Reserve meeting room

### Day of Meeting
- [ ] Set up room — seating for all team members, copies at each seat
- [ ] Have blank forms ready (in case new goals or services are added)
- [ ] Start on time; introduce all team members
- [ ] Review purpose of the meeting
- [ ] Ensure parent is an active participant (not just a listener)
- [ ] Document all decisions — who proposed, who agreed, any disagreements

### Immediately After
- [ ] Provide parent a copy of the finalized IEP (or indicate when they'll receive it)
- [ ] Provide Procedural Safeguards if not given at meeting start
- [ ] Get parent consent for initial placement (initial IEPs only)
- [ ] Distribute IEP to all service providers within 5 school days:
  - [ ] General education teacher(s)
  - [ ] Special education teacher(s)
  - [ ] Related service providers
  - [ ] Paraprofessionals
  - [ ] Administrator
- [ ] Update SIS / IEP system with new dates, services, goals
- [ ] Calendar the next annual review date (within 365 days)

---

## Template 2: IEP Goal Progress Monitoring

**Student:** ___________________________ **School Year:** _______________
**Case Manager:** ___________________________ **Reporting Period:** _______________

### Goal Progress Summary

| Goal # | Goal Area | Goal Statement (abbreviated) | Baseline | Target | Current Level | Status |
|--------|----------|---------------------------|----------|--------|--------------|--------|
| 1 | | | | | | ☐ Met ☐ Progressing ☐ Insufficient ☐ Not addressed |
| 2 | | | | | | ☐ Met ☐ Progressing ☐ Insufficient ☐ Not addressed |
| 3 | | | | | | ☐ Met ☐ Progressing ☐ Insufficient ☐ Not addressed |
| 4 | | | | | | ☐ Met ☐ Progressing ☐ Insufficient ☐ Not addressed |
| 5 | | | | | | ☐ Met ☐ Progressing ☐ Insufficient ☐ Not addressed |

### Detailed Progress — Goal #___

**Goal:** _______________________________________________________________________________

**Measurement method:** ☐ Data collection ☐ Work samples ☐ Observation ☐ Assessment ☐ Other: ___

| Date | Data Point / Score | Notes |
|------|-------------------|-------|
| | | |
| | | |
| | | |
| | | |
| | | |

**Trend:** ☐ Improving ☐ Flat ☐ Declining

**If insufficient progress — what will change?**
☐ Increase frequency of service
☐ Modify instructional strategies
☐ Adjust the goal (at next IEP meeting)
☐ Add supplementary aids/services
☐ Other: _______________

*(Copy this section for each goal)*

### Services Delivered This Period

| Service | IEP Says (frequency/duration) | Actually Delivered | Missed Sessions | Reason for Misses |
|---------|------------------------------|-------------------|----------------|------------------|
| | | | | |
| | | | | |
| | | | | |

**Compensatory services needed?** ☐ No ☐ Yes — for: _______________

### Progress Report to Parents
**Reporting frequency:** ☐ Quarterly (with report cards) ☐ Other: ___

| Period | Sent to Parent | Method | Date |
|--------|---------------|--------|------|
| Q1 | ☐ Yes ☐ No | ☐ Mail ☐ Email ☐ Conference ☐ Portal | |
| Q2 | ☐ Yes ☐ No | ☐ Mail ☐ Email ☐ Conference ☐ Portal | |
| Q3 | ☐ Yes ☐ No | ☐ Mail ☐ Email ☐ Conference ☐ Portal | |
| Q4 | ☐ Yes ☐ No | ☐ Mail ☐ Email ☐ Conference ☐ Portal | |

---

## Template 3: Transition Planning Checklist (Age 16+)

**Student:** ___________________________ **DOB:** _____________ **Current Age:** _____
**Expected Graduation:** _______________ **Case Manager:** ___________________________

### Transition Assessments (required before writing transition goals)

| Assessment Type | Tool Used | Date | Results Summary |
|----------------|----------|------|----------------|
| **Interest/preference** | ☐ Missouri Connections ☐ Other: ___ | | |
| **Aptitude/ability** | | | |
| **Independent living skills** | | | |
| **Self-determination** | | | |

### Post-Secondary Goals (required in IEP by age 16)

**Education/Training:** After high school, [Student] will _______________________________________________

**Employment:** After high school, [Student] will _______________________________________________

**Independent Living (if applicable):** After high school, [Student] will _______________________________________________

### Transition Services & Activities

| Area | Activity | Who's Responsible | Timeline |
|------|---------|------------------|----------|
| **Instruction** (courses, curriculum aligned to goals) | | | |
| **Related services** (supports needed to reach goals) | | | |
| **Community experiences** (jobs, volunteering, campus visits) | | | |
| **Employment/adult living** (job coaching, benefits, housing) | | | |
| **Daily living skills** (if applicable) | | | |

### Agency Connections

| Agency | Contact | Purpose | Consent Obtained? |
|--------|---------|---------|------------------|
| Vocational Rehabilitation (VR) | | | ☐ Yes ☐ No ☐ N/A |
| Sheltered workshop / supported employment | | | ☐ Yes ☐ No ☐ N/A |
| Community mental health | | | ☐ Yes ☐ No ☐ N/A |
| Social Security / SSI | | | ☐ Yes ☐ No ☐ N/A |
| College disability services | | | ☐ Yes ☐ No ☐ N/A |
| Other: ___ | | | ☐ Yes ☐ No ☐ N/A |

### Age of Majority
- [ ] Student informed of transfer of rights at least 1 year before age 18
- [ ] Rights transfer notification documented in IEP
- [ ] Student invited to participate in IEP meeting (required)

### Summary of Performance (complete before graduation)
- [ ] SOP drafted — includes: academic achievement, functional performance, recommendations for post-secondary supports
- [ ] Given to student and family before exiting high school