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Student Assistance Team (MTSS) Meeting Record FREE!

Updated: Mar 5

Be prepared for with student data, services, and more with this


Be completely prepared when meeting with parents and families to review intervention services and assessment data! This form provides a user friendly, straight forward tool to complete as you meet with families.

The intervention coach or teacher records...


parent concerns

teacher concerns

student strengths

student interests

background information


current supports (Tier 1,2,3)

Universal Screening data

Benchmark Screening data

Progress Monitoring data

meetings Notes,

team recommendations,

next steps, &

attendee signatures.


Email the Meeting Record to attendees after meeting for TRANSPARENCY & CONSISTENCY!

DOWNLOAD FOR FREE on Teachers Pay Teachers!

Student Assistance Team (MTSS) Meeting Record

Teachers Pay Teachers


Attendees List, Teacher Concerns, Strengths & Talents

Attendees List

  • Having a record of all attendees is very helpful when looking back, communicating with the team, and following-up with next steps.

Parent/Guardian Concerns

  • Beginning the meeting with celebrations and concerns from the family ensure the family's concerns are heard. I often explain to families that we will use the list of concerns to drive our meeting and hope to address all concerns with collaborative next steps.

Teacher Concerns

  • Teacher concerns provide a glimpse into the classroom and helps all attendees make connections between needs or observations that may span both home and school.

Student Strengths & Talents

  • This is the perfect opportunity to celebrate the student's strengths, talents, and accomplishments. For students new to the school, I often inquire about celebrations regarding the transition.


Background Info, Attendance, & Current Intervention List

Background Information

  • Any information that may inform decisions and needs may be included in this section. I often include parent conference notes, observations, discipline referral data, counselor notes, and grades. If possible, I will link these sections to a Google doc or report for the team to review.

Attendance Trends

  • Trends in a student's attendance may alert the team to an excess of absences, rule this out, or provide evidence for specific needs based on time or day (.e.g. soft arrivals if Monday mornings are difficult, additional practice at school if home-life is hectic at the moment, etc.).

Current Intervention Supports

  • Listing the student's current intervention supports allows the team to review the data, determine if the root cause is being address, and develop next steps based on the most up-to-date information. Review of interventions often reflects a misalignment between a specific student need and an intervention. For example, providing Timed Repeated Reading as an intervention for fluency when the data shows the students has significant gaps in phonics.

  • This process also allows the team to collect all evidence, data, and interventions to determine whether Tier 3 is warranted.

Universal & Benchmark Screens (CBM)

& Progress Data (CBM/CBA)

Universal Screening Data

  • Analyzing Universal Screening data from assessments like MAP, STAR, aMath, and other allows for a comparison to the national and sometimes class and school norms. We use Universal Screening data to flag students for Benchmark Screening along with teacher observations and recommendations.

  • Analysis of class and grade-level trends can highlight actionable trends for School-Based teams to determine the need for adjustments in Tier 1 (e.g. differentiation, curriculum, instructional routines, schedule, etc.).

Benchmark Screening Data

  • Students that are flagged based on the Universal Screener results, or teacher recommendations, are given a Benchmark Screener. Several companies provide useful tools such as Dibels, Aimsweb, Fast Bridge, and many other. These assessments, again, compare the student to national, class, or grade norms. These assessments are more specific and focus directly on math or literacy skills like Oral Reading Fluency, Fact Fluency, and Math Processes.

  • Benchmark screeners often provide additional data that can be used to drive further assessments of student need. For sample, an Oral Reading Fluency assessment (e.g. CBM-Reading, RCBM, etc.) will provide:

  1. Fluency in Words Per Minute,

  2. Accuracy in a percentage of correct words,

  3. An opportunity for Miscue Analysis, and

  4. National, Class, and/or Grade-Level norms.

Informal (or Formal) Diagnostic Assessments

  • Students that continue to show need based on the results of the Benchmark Screener or teacher observations, warrant further assessment to determine the specific skill need.

  • This data drives grouping of students, scheduling, selection of the intervention, and more!

  • For example:

  • Literacy Skills: Word Recognition, Phonics, Phonological Awareness, Fluency, Vocabulary, Comprehension, etc.

  • Math Skills: Number Sense, Numeracy, Concepts, Calculation, Fluency, Processes, etc.

Progress Monitoring Data & Trends

  • Progress monitoring assessments are often similar to the Benchmark Screener which is normed at Fall, Winter, and Spring. The national norms allow for goal settings, calculation of adequate growth trajectory to meet goals, and can alert the team to an additional instructional or increase intensity, duration, or frequency of support to meet goals.

Meeting Notes, Recommendations, & Next Steps

Meeting Notes

  • Detailed meetings notes are INVALUABLE! I take copious notes during meetings often paraphrasing, quoting, and always listing who shared information, observations, and recommdantions. This makes following-up after the meeting a breeze! You will know who to touch base with, collaborate with to adjust supports, and communicate with on any changes.

  • The notes section is also used in every referral for 504 plans or IEPs. All information in this record including the notes are included in the "Body of Evidence" to help drive decisions about referrals and evaluations.

Team Recommendations

  • These recommendations, which are often included in the notes section, can be highlighted or bolded for quick reference later. During the meeting, actionable recommendations are often discussed and plans are hashed out which need to be documented for the team.

Next Steps

  • At the end of the meeting, recommendations provided by the family, teachers, administrators, and specialists are teased out and drafted into "Next Steps." These are actions that attendees or others will take to support the student moving forward.

  • I always include the name of the party who is responsible for a specific action (e.g. observations, contacting outside agencies, adjusting diet, etc.).


Attendee Signatures

Signatures of Attendees

  • For years I collected the signatures of all attendees, scanned the copy and included it with the Meeting Record. However, recently it's been much easier to sign digitally, take a screenshot of a meeting, and many other techniques.

  • Use your own judgement on this section but signatures for those attending meetings can be valuable documentation for a variety of situations that may arise.





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