2. Before the Perfect Meeting
Before planning a meeting be sure that it is essential and
the most efficient process for serving the student’s needs
“Dettmer, Knackendoffel, & Thurston explain that meeting
planners should be sure the issue is not best addressed with
“a memo, email, phone call, or brief face-to-face
conversations with individuals” (Dettmer, et al., 2013, p.
162).
Initial meeting planning should identify all of the foreseen
necessary components for success, including but not
limited to: mission and purpose of the meeting, window
of dates the meeting should take place within,
necessary participants, materials, information, and
equipment required, and a draft agenda.
Online survey tools like doodle.com can help identify a
date and time that will work for everyone and save
meeting planners the hassle of back and forth
communication regarding scheduling.
3. Before the Perfect Meeting
Desired meeting participants should be contacted well
in advance of the meeting (the sooner the better but no
later than 2 weeks before the meeting). Giving
participants a head’s up in the most personable manner
(face to face, by phone, personalized email) possible
helps to set a positive urgent tone, convey respect and
appreciation, and create buy-in.
This is also a good time to survey participants regarding the
ideal location. Meeting planners should be aware if there
are essential meeting participants who need the location
to meet certain requirements for them to be able to
attend.
Flexer, Baer, Luft, & Simmons report that studies have
shown “work, time, transportation, or child-care conflicts”
may prevent parents from attending school-based
meetings during the school day (Flexer et. al, 2013, p. 60).
4. Before the Perfect Meeting
It is important to consider if the student and/or
her/his family needs specific preparation to actively
participate in the meeting
Flexer, et al. (2013) cited Martin, Marshall, and Sale
(2004) whose study found that students “rated their
own understanding of the meeting’s purpose, role,
comfort, and other key aspects lowest of the key
meeting stakeholders” (Flexer, et al., 2013, p. 62).
An initial investment of time and energy to build an
authentic partnership with the student and his/her
family is likely to save significant time and energy in
the long run and to significantly increase the
likelihood of successful coordination, collaboration,
and positive outcomes.
5. Before the Perfect Meeting
The formal meeting invitation should provide an
overview of the meeting’s purpose, the finalized date,
time, and location, a draft agenda that participants can
provide feedback on, and an overview of participants’
roles and pre- and during- meeting responsibilities
Dettmer, et al. (2013) note that writing agenda items in full
question format can help participants ponder solutions in
advance of the meeting and arrive more prepared to
actively participate
All meeting communication and materials should use
strengths-based, solution oriented, culturally responsive
language that is comprehensible and relevant to all
participants.
Native language translations should be provided for
participants who do not communicate fluently in English
6. Before the Perfect Meeting
Whenever possible a meeting reminder should be sent
1-3 days before the meeting. If some meeting
attendees do not use email they should be contacted
via phone.
The reminder should include the finalized agenda, which
includes the purpose, very clear, comprehensible
agenda items each with a specific time allocation, and
plainly reiterates roles and responsibilities.
Dettmer, et al. (2013) state “meetings are more effective
when participants can anticipate the task”.
Meeting planners should confirm that everything is in
order regarding the best set-up at the location, the
functioning of any equipment/technology, and the
preparation of materials.
7. During the Perfect Meeting
The meeting should begin with a quick review of the agenda, if
needed meeting agreements (ex. no cell phones, forwardfocused language), and introductions that include
roles/responsibilities.
It is critical that the facilitator start on time, stick to the agenda
items’ timeframes, encourage productive negotiations and
dissent, and guide the group in maintaining an urgent,
respectful, and optimistic tone focused on the student.
Having a graphic organizer/action plan that is displayed
through a projector onto a wall or screen where meeting
participants can watch as they complete it together is a useful
strategy for keeping everyone focused, task-oriented, and
literally “on the same page”
If possible, it is helpful to provide participants with printed and
emailed copies of the document at the end of the meeting. This
allows participants to begin their tasks immediately, hold one
another accountable, and sustains momentum between the
meeting and follow-up.
8. After the Perfect Meeting
Follow-up is important to ensure participants are
on track with their tasks.
A VERY brief simple anonymous survey monkey
survey can provide helpful feedback to meeting
planners.
Personable, respectful, culturally responsive follow-
up with the student and her/his family is essential
for reinforcing and sustaining a productive,
authentic partnership.
Lessons learned from what worked well and what
could have been better should be incorporated
into how future meetings are planned and
conducted.
9. References
Dettmer, P., Knackendoffel, A., & Thurston, L.
(2013). Collaboration, consultation, and teamwork
for students with special needs. Upper Saddle
River, NJ.: Pearson Education, Inc.
Flexer, R., Baer, R., Luft, P., & Simmons, T. (2013).
Transition planning for secondary students with
disabilities (4th ed.). Upper Saddle River, NJ:
Pearson.
