Queensland LST Meeting Checklist: How to Prepare for Your Child's Support Meeting

Walking into a Learning Support Team (LST) meeting underprepared puts you at a structural disadvantage. Schools are experienced at these meetings. They have the HOSES, the Guidance Officer, and the classroom teacher all aligned on their position before you sit down. That's not malicious — it's just how institutions work.

Your preparation is what closes that gap. Here's what to do before, during, and after.

Before the Meeting

1. Request an agenda in advance

Ask by email at least 5 business days before the meeting: "Could you please send me the agenda and any documentation that will be discussed at the meeting?" This does two things: it helps you prepare specific responses, and it signals that you're engaged and informed. Schools often become more thorough in their preparation when they know the parent is going to read the documents.

2. Gather your documents

Bring to the meeting:

• All current allied health reports (OT, Speech Pathology, Psychology)
• Any NDIS plan or therapy goals relevant to school participation
• Previous ICPs, adjustment plans, or support plans
• Any relevant correspondence with the school (emails, letters)
• Your own notes on what is and isn't working in the current supports

3. Extract actionable recommendations from reports

Don't just bring the reports — summarise the key functional recommendations. Create a one-page reference sheet listing: "The OT says X. The psychologist says Y. The speech pathologist says Z." Match each recommendation to a specific school-based adjustment. This is the language the school understands.

4. Prepare your own goals

Before the meeting, write down 3–5 specific, measurable outcomes you want documented in the plan. Use the format: "[Child] will [action] with [accuracy/frequency], [in what conditions], by [date]." If the school's goals feel vague at the meeting, you have concrete alternatives ready.

5. Know your rights going in

Under the Disability Standards for Education 2005, the school must:

• Consult with you before making significant decisions about your child's education
• Seek your endorsement before implementing an Individual Curriculum Plan
• Review adjustments regularly and with your participation

You can bring a support person to the meeting. This can be a family member, a friend who understands the system, or a professional advocate. You don't need to ask permission — you have the right.

During the Meeting

Questions to ask:

1. "What is [child's name]'s current NCCD classification, and what level of adjustment does that correspond to?"

   • If the answer is "we don't know" or vague, follow up: "Can you confirm that in writing after this meeting?"

2. "Which adjustments are currently documented, and who is responsible for implementing each one?"

   • This exposes gaps between what's in the plan and what's actually happening in the classroom.

3. "How is progress against current goals being recorded, and who can I contact to see that data?"

   • If there's no answer, the goals aren't being tracked.

4. "If the school believes an ICP is necessary, which type is being proposed (DYL, DYL-P, or HICP) and why?"

   • A DYL-P or HICP should only be proposed where there's clear evidence it's warranted. Ask to see that evidence.

5. "What is the review cycle, and how will I be notified if the plan needs to be updated before the scheduled review?"

   • Aim for at least once per semester, with an immediate review trigger for significant changes.

Red flags to watch for:

• Goals that contain no measurable criteria ("will improve", "will participate more")
• Proposals to move the student to a lower year level across all subjects without specific evidence
• Reference to funding constraints as a reason for reducing supports without discussion of alternative approaches
• Discussions about restricting a student's timetable or placement without a formal plan in writing

If you're not sure, don't sign yet

You have the right to take the documentation away and review it before endorsing an ICP or support plan. Ask for 48–72 hours. Any school that pressures you to sign on the spot is not following good practice.

After the Meeting

Document everything immediately

Within 24 hours, send a follow-up email to the HOSES or principal:

"Thank you for today's meeting. My understanding of the key decisions is [summarise]. Could you please confirm that these are correct and provide the updated plan once it's finalised for my review?"

This creates a written record. If the school's summary differs from yours, you'll find out quickly rather than six months later.

Confirm distribution to all staff

In secondary schools especially, the teacher at the LST meeting is often not the only one teaching your child. Ask: "Which staff will receive a copy of this plan, and how will you confirm they've read it?" Document the response.

Set a reminder for the review date

Don't wait to be contacted. Put the review date in your calendar 2 weeks in advance and initiate contact with the school if you haven't heard from them.

Request an urgent review if circumstances change

You don't have to wait for the scheduled review. An out-of-cycle review should be requested immediately if:

• Your child's mental health deteriorates significantly
• There's a change in diagnosis or new assessment results
• A key support staff member leaves
• There's a significant disciplinary incident
• The agreed supports are clearly not being implemented

The Meeting Format: Who Should Be There

A well-constituted LST meeting for a student with significant needs includes:

• Parent or carer (with support person if wanted)
• Classroom teacher
• Head of Special Education Services (HOSES) or Inclusion Coordinator
• Guidance Officer (if complex psychoeducational data is being reviewed)
• External NDIS therapists (Speech Pathologist, OT) where relevant — they can attend in person or via video

If the school is proposing a significant change (like introducing an ICP or reducing support hours), the meeting should not be limited to one staff member and a parent. Request appropriate representation.

The Queensland Disability Support Blueprint includes meeting preparation templates, copy-paste email scripts for requesting LST meetings, and a post-meeting documentation checklist. Get the complete toolkit at /au/queensland/iep-guide/

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