Team Meeting Checklist

This is a checklist guideline to use to facilitate the process of transitioning the student to school due to homelessness, foster care/DHHS placement, correctional facility placement and/or mental health crisis or psychiatric facility. Information can only be shared with the guardian?s permission. The information on the checklist is to be used to promote discussion on the topics that are relevant to the youth. Courtesy of Keeping Maine?s Children Connected, a group that is no longer operating.

Please treat the following list as a checklist.

Academics at School

This is information school staff can share with staff from psychiatric facilities to assist them in planning for the youth.

  • Work completed in previous educational program
  • Student’s learning style
  • Suggestions for connection or re-integration to school (visits, meeting with teachers, etc)
  • Suggestions for changes/modification of programming changes (expectations regarding assignments, teaching techniques, modification of programming, changes in “track” or level)
  • Suggestions on what seems to motivate youth to succeed
  • What are the student’s expectations or concerns for his/her vocational or academic future?


Emotional & Behavioral Issues

  • What is the diagnosis*?
  • Overall medication issues* (medication side effects, dispensing, responsibility for dispensing)
  • What are the behavioral/safety issues?? (the crisis plan, what behaviors to watch for to help prevent the crisis, what behaviors helped youth calm down)
  • Participation in activities such as field trips
  • Connection with peers

*This information requires specific authorization on a standard hospital release with signatures of the parents/guardians and minor.


Social Re-adjustment/Extracurricular

  • Suggestions for in-school support (peer helpers, social work/guidance support, social skills group)
  • Suggestions for participation in extra-curricular, co-curricular activities (is there a new interest, modification of participation)
  • Suggestions for teachers regarding what to say/not to say to student, what to expect/not expect from student and how to explain the student’s absence to other students (the message teachers give should be consistent with the message the student is conveying to others)



  • Suggestions for contact/consultation/coordination with community support services (who should school personnel be in contact with and what is the school’s role with these people)
  • What does the team look like that is supporting the student?
  • What is the parent’s role in re-entry to school?
  • Confidentiality.
  • Is an IEP meeting needed?