Nova Scotia IPP Meeting Checklist: How to Prepare for Your Program Planning Team Meeting

Program Planning Team meetings in Nova Scotia feel different from what American blog posts describe as IEP meetings. They're using different terminology, different legal frameworks, and often a different dynamic — sometimes more collaborative, sometimes more administrative, depending on the school and the RCE.

What they have in common with any school planning meeting: you'll leave without what you need if you show up unprepared.

This checklist covers what to do before you walk in, what to track while you're in the room, and what to do immediately after.

Before the Meeting

At least one week before:

• Request the meeting agenda in writing from the school. You're entitled to know what will be discussed so you can prepare.
• Ask for any assessment reports or draft IPP documents to be sent to you before the meeting — not handed to you at the table. You need time to read them.
• Review your child's current IPP if one exists. Note any goals where progress was poor or where you have questions.
• Write down three to five specific, observable concerns you want the team to address. "He's struggling" won't get you far. "She can't complete a 20-minute independent work block without at least three redirections, and she's been asked to leave the classroom twice this week" is specific.
• Write down the specific outcomes you want from this meeting. Do you want new goals created? A behavioral support plan? EA hours documented? A private assessment approved? Know your ask before you walk in.

Before the meeting:

• Organize any documents you're bringing: report cards, private assessment reports, medical documentation, examples of schoolwork, notes from teachers.
• Write your questions down. In the meeting room you'll be processing a lot of information; written questions don't get forgotten.
• Consider who else should attend. Nova Scotia's Education Act allows you to bring a support person, advocate, or legal representative. If you feel significantly outgunned or the situation is contentious, bring someone.
• Confirm the meeting logistics: who will be there, where it's happening, how long it's scheduled for.

During the Meeting

At the start:

• Ask that someone take minutes and that you receive a copy after the meeting
• Introduce yourself as a participating member of the Program Planning Team, not a passive observer — the Inclusive Education Policy explicitly supports this framing
• Ask who is present and their roles, so you know who is accountable for what

While discussing your child's needs:

• Keep descriptions specific and behavioral. Avoid diagnoses as shorthand ("he's autistic" tells the team less than "he needs 20 minutes of sensory input after arrival before he can focus on academic tasks, and currently he's expected to start reading within 5 minutes of arriving")
• Ask about Tier 1 and Tier 2 interventions that have been tried and what data they generated
• Ask directly whether the team recommends adaptations, an IPP, or both — and ask why

When reviewing or creating goals:

• For every proposed goal, ask: how will progress be measured? Who will collect the data? What is the baseline?
• If a goal sounds vague — "will improve communication," "will develop social skills" — ask for it to be rewritten with a specific measurement method and target
• Ask what "progress" looks like at the Term 1 and Term 2 reporting points, not just at year end
• If the school proposes an IPP, ask whether the modified goals will generate academic credits or IPP credits, and what that means for graduation pathways

When discussing EA and specialist support:

• Ask specifically what EA support will be provided: how many hours per day, in which settings (classroom, resource room, transitions), and for which tasks
• Ask whether EA support is tied to the IPP or allocated at the building level (Nova Scotia EAs are building-allocated, not permanently assigned to students — which means this distinction matters)
• For related services (SLP, OT, behavioral specialist): ask whether the support will be direct (working with your child) or consultative (advising the teacher). Both are valid, but you need to know which you're getting and what that looks like week to week

Red flags to watch for:

• Goals stated without baseline data ("will improve from current level" without specifying what the current level is)
• Vague responsibility ("staff will support") without named accountable individuals
• IPP proposed without evidence that adaptations were first tried and insufficient
• Progress described in qualitative terms only ("doing well," "making progress") without any numeric data
• Assessment data being presented in jargon without explanation — ask for plain-language translation

After the Meeting

• Send a follow-up email within 24 hours summarizing what was agreed to: specific goals, supports, timelines, accountable parties. This creates a written record even if official meeting minutes are delayed.
• File all documents from the meeting in a dedicated folder (physical or digital). This includes any draft IPP, assessment reports, and anything handed to you at the table.
• Set a reminder to review the first quarterly progress report when it arrives. When it does, check every goal against what was agreed: is there specific data? Were the agreed supports implemented?
• If anything was left unresolved or vague, follow up in writing before the next meeting — don't wait.

If the Meeting Doesn't Go Well

If you leave a PPT meeting feeling steamrolled, or if the school presented a pre-completed IPP without meaningful collaboration, you have options:

• Request another meeting — you can always ask for a follow-up PPT to revisit specific goals or supports
• Refuse to sign the IPP if you believe it doesn't adequately address your child's needs. Signing indicates agreement, and you don't have to agree until the document reflects what your child actually needs
• Escalate — if the school isn't engaging with your concerns, contact the RCE Coordinator of Student Services in writing

The Nova Scotia IEP & Support Plan Blueprint includes complete email templates for requesting meetings, summarizing what was agreed, and escalating when the school isn't following through — all written specifically for Nova Scotia's RCE system.

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