IEP Meeting Summary (School Psychologist)

IEP Meeting Summary

(This document supplements but does NOT replace the legally operative IEP or Prior Written Notice. Write in clear, objective, family-accessible language.)

Student Name: [Student Name]

DOB/Grade: [DOB / Grade]

Student ID: [Student ID]

Meeting Type: [Annual IEP Review / Initial IEP / Reevaluation Review / Eligibility Determination / Amendment / Transition-Focused IEP / Other]

Date and Time: [Date and Time]

Location/Modality: [Location / Modality]

School/District: [School / District]

School Psychologist Role: [evaluator / consultant / interpreter of evaluation results / case manager / other]

Attendance

(List all IEP team members and outside participants. Use Notes for partial attendance, excusal status with written agreement reference, or interpreter/access supports.)

Name	Role/Title	Participation Method	Notes
[Name]	[Role/Title]	[in-person / video / phone]	[Partial attendance times, excusal status, or access supports if applicable]

Information Reviewed

(Summarize data and records considered, including dates. For school psychologist-presented data, state key findings in accessible terms with any interpretation cautions. Do not include secure test content or item-level details. If no new evaluation data were discussed, state this explicitly.)

[Summary of evaluation reports, progress monitoring data, teacher and related service provider input, and outside reports reviewed, with dates and key findings]

Discussion Summary and Family Input

(Capture key discussion points only for domains actually discussed. Use direct quotes sparingly for high-stakes statements of agreement, disagreement, or specific requests. Summarize educational impact and identified needs. Delete any domain sections below that were not discussed.)

Academic/Learning

[Key discussion points, strengths, concerns, and educational impact]

Behavioral/Social-Emotional

[Key discussion points, strengths, concerns, and educational impact]

Communication

[Key discussion points, strengths, concerns, and educational impact]

Transition

(Include for secondary students.) [Student preferences/interests, postsecondary goals, assessments reviewed, and services discussed]

Parent/Guardian Input

[Parent/guardian concerns, priorities, and requests]

Student Input

(Include if student participated.) [Student perspectives and preferences]

Decisions and Rationale

(For each decision, complete the fields below. Clearly distinguish school psychologist recommendations from team decisions. If a topic was discussed but no decision reached, document under Pending Items.)

[Decision Topic]

Decision: [Action proposed / refused / continued]

Rationale: [Why the team reached this decision]

Evidence basis: [Specific data supporting the decision]

Options considered: [Alternatives discussed and reasons not selected]

Parent/student response: [agree / decline / unresolved] (Do not infer agreement from silence.)

Implementation: [Start date, implementer(s), parameters] (Include only if applicable.)

(Repeat for additional decisions. Common areas: eligibility, goals, services, accommodations, placement/LRE, ESY, transition services.)

Pending Items

(Include only if there are unresolved topics.)

• [Topic awaiting decision] — [Follow-up plan, responsible owner, timeline]

Action Items and Follow-Up

• [Task] — [Responsible owner] — [Due date / TBD]
• Next meeting: [Date or scheduling plan]
• IEP/PWN delivery: [Method: family portal / mailed / in-person]

Documentation

Author: [Author Name]

Credentials: [Credentials]

Date Completed: [Date Completed]

Addendum: (If amended after completion, document changes below.)

• [Date] — [Description of changes]

This summary supplements but does not replace the IEP document dated [IEP date] and associated Prior Written Notice.