[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-251813-105":3,"doc-detail-251813-en":81,"detail-sidebar-cat-1-en-105":97},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","sat-example-meeting-agenda-and-minutes-form","SAT Example Meeting Agenda and Minutes - Form","","Structured SAT meeting agenda and minutes template for documenting student referral information, strengths, and present levels of performance, then guiding a consistent problem-solving process. Captures the primary nature of the concern (academic, behavior, social-emotional), a detailed concern description using RIOT, and analysis including possible related concerns by student, peer, environment, family/community, teacher/staff, and curriculum. Includes hypothesis development, existing evidence-based interventions with fidelity and outcome data, plan development and implementation with caregiver consent, progress monitoring, evaluation, and future meeting tasks.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/forms/","Forms",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/sat-example-meeting-agenda-and-minutes-form/251813/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/sat-example-meeting-agenda-and-minutes-form/251813.png","ImageObject",442,249,{"name":42,"@type":43},"วิน","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-09-13",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What information is collected in the SAT meeting identification section?","Question",{"text":63,"@type":64},"The template records student name, referral source, school, and sections for student strengths and skills plus present levels of performance compared to a typical peer group.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should the concern be described in the template?",{"text":68,"@type":64},"It uses the prompt describing who, what, when, where, why, and how often, and it references RIOT: review of historical records and products, interviews of key stakeholders, observations in natural settings, and tests/formal assessments.",{"name":70,"@type":61,"acceptedAnswer":71},"How are evidence-based interventions (EBIs) documented and evaluated?",{"text":72,"@type":64},"The template lists past EBI plans with materials, frequency and duration, implementers, fidelity status (Yes/Partial/No), and whether the EBI is working using outcome data. It also includes plan development with caregiver consent, progress monitoring details, fidelity assessment, evaluation criteria, and future plans.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},251813,1790315936,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":22,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":26},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222",17,"Student Name Referral Source  School   \n\n| Today’s Date | Time | Location | Facilitator/SAT Leader | Record Keeper | Time Keeper |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  |  |\n\nTeam Members (List name, position, and role)  \n\n| 1. | 2. | 3. | 4. | 5. | 6. |\n| --- | --- | --- | --- | --- | --- |\n\nIdentification  \n\n| Student Strengths and Skills: |\n| --- |\n| Present Levels of Performance (Student & Typical Peer Performance): |\n\nPrimary nature of the concern?  \n\n|  Academic |  Behavior |  Social-emotional |\n| --- | --- | --- |\n|  Substance Use |  Family/home |  Other   |\n\nDescription of Concern: (who, what, when, where, why, how often)  \nUse RIOT = Review of historical records and products, Interviews of key stakeholders, Observations in natural settings, Tests (i.e., formal assessments)  \nAnalysis  \nPossible Related Concerns  \n\n| Student Characteristics: (e.g., attention, language, vision concerns) | Family/Community: (e.g., lack of instruction at home, tragedy in local community) |\n| --- | --- |\n| Peer: (e.g., loud/disruptive peers, student has no friends in class) | Teacher/Staff: (e.g., cultural differences in communication between teacher and student, teacher has not effectively communicated rules & expectations) |\n| Environment: (e.g., poor seating arrangement, classroom too loud) | Curriculum: (e.g., material not relevant/interesting to the student, class periods too long or short, unorganized lesson plan) |\n\nHypothesis: Why do we think this concern is occurring? (consider 4 functions of behavior: SEAT = Sensory, Escape/avoidance, Attention, Tangibles/activities and potential skill deficits or causes of the concern)  \nExisting Interventions  \n(EBI = Evidence-Based Intervention)  \n\n| Past EBI Plans | Materials Used | Frequency & Duration ofEBI | Implementer(s) of EBI Plan | Fidelity Met? |  | EBI Plan Working?(Outcome Data) |\n| --- | --- | --- | --- | --- | --- | --- |\n| EBI \\#1 : EXAMPLE: Check-In/Check-Out (CICO) | Goal/Expectations List\u003Cbr>Daily Progress Report Point Card | 5-minute daily CICOat beginning and end of school day; biweekly assessment of progress | CICO facilitatorMrs. Schultz | | Yes Partial No | -Stop\u003Cbr>-Modify\u003Cbr>-Continue\u003Cbr>-New EBI needed\u003Cbr>(Outcome Data) |\n| EBI \\#2 : |  |  |  | | Yes Partial No |  |\n| EBI \\#3 : |  |  |  |  Yes |  |  |\n\n\n|  |  |  |  | | Partial No |  |\n| --- | --- | --- | --- | --- | --- | --- |\n\nPlan Development & Implementation  \n\n| EBI Plans | Materials Needed | Frequency & Duration of EBI | Implementer(s) ofEBI Plan | Goals/Expected Outcomes | Caregiver Consent? |  | Progress Monitoring* | Fidelity** |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| EBI \\#1 : |  |  |  |  | | Yes\u003Cbr>No |  |  |\n| EBI \\#2 : |  |  |  |  | | Yes\u003Cbr>No |  |  |\n| EBI \\#3 : |  |  |  |  | | Yes\u003Cbr>No |  |  |\n\n*For progress monitoring: List the tool, the person responsible, and how often progress will be monitored.  \n**For fidelity: List the person responsible and how fidelity will be assessed (e.g., fidelity checklist) .  \nEvaluation  \nHow will the team know if the EBI is working based on progress monitoring data? (e.g., worse, no change, improvement but goal not met, goal met)  \nFuture Plans  \n\n| Meeting Date | Time | Location |\n| --- | --- | --- |\n|  |  |  |\n\nWho will check in with team after EBI implementation and when?  \n\n| EBI \\#1: EXAMPLE Mrs. Schultz (2 weeks) | EBI \\#2: | EBI \\#3: |\n| --- | --- | --- |\n\nTasks for Next Meeting  \n\n| 1: | 4: |\n| --- | --- |\n| 2: | 5: |\n| 3: | 6: |\n\nForm Adapted From:  \nSAT Meetings 1-6 , PBIS, Ohio 5-Step Process Template, PBIS Team Meeting and Problem Solving , TIPS II (September 2015) Meeting Minutes Form","cbCaiu2BPx9qN1qE","https://ap.wps.com/l/cbCaiu2BPx9qN1qE","pdf",202326,"English","# Identification\n## Primary nature of the concern\n# Description of concern\n## RIOT framework\n# Analysis\n## Possible related concerns\n## Hypothesis\n# Existing interventions\n## EBI plans and outcome data\n# Plan development & implementation\n## Progress monitoring\n## Fidelity\n# Evaluation\n## Future plans\n# Tasks for next meeting","[{\"question\":\"What information is collected in the SAT meeting identification section?\",\"answer\":\"The template records student name, referral source, school, and sections for student strengths and skills plus present levels of performance compared to a typical peer group.\"},{\"question\":\"How should the concern be described in the template?\",\"answer\":\"It uses the prompt describing who, what, when, where, why, and how often, and it references RIOT: review of historical records and products, interviews of key stakeholders, observations in natural settings, and tests/formal assessments.\"},{\"question\":\"How are evidence-based interventions (EBIs) documented and evaluated?\",\"answer\":\"The template lists past EBI plans with materials, frequency and duration, implementers, fidelity status (Yes/Partial/No), and whether the EBI is working using outcome data. It also includes plan development with caregiver consent, progress monitoring details, fidelity assessment, evaluation criteria, and future plans.\"}]","SAT Example Meeting Agenda and Minutes - Form | PDF",1789259506,{"code":4,"msg":82,"data":98},[99,103,108,113,118,123,126,131,136],{"id":55,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},"Presentations",90,"presentations",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},12,"Resumes",80,"resumes",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},14,"Invoices",70,"invoices",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},15,"Posters",60,"posters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},16,"Social Media",50,"social-media",{"id":86,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":124,"slug":125},40,"forms",{"id":127,"doc_module":22,"doc_module_name":25,"category_name":128,"show_sort_weight":129,"slug":130},18,"Letters",30,"letters",{"id":132,"doc_module":22,"doc_module_name":25,"category_name":133,"show_sort_weight":134,"slug":135},21,"Paper Templates",5,"papers-templates",{"id":137,"doc_module":22,"doc_module_name":25,"category_name":138,"show_sort_weight":4,"slug":139},158,"General","general-158"]