SSG Meetings: Agenda, Attendance, and Action Tracking for School Wellbeing Teams

What SSG Meetings Look Like Without a System

In most schools, Student Support Group meetings follow a familiar pattern:

1. The coordinator spends 20 minutes assembling an agenda — pulling up the referral, reviewing recent notes, checking what was agreed at the last meeting
2. Someone prints the agenda and attendance sheet
3. The meeting happens — good discussion, clear decisions
4. The coordinator types up minutes afterwards, sometimes the same day, sometimes the following week
5. Action items are emailed to attendees, who may or may not track them
6. At the next meeting, everyone tries to remember what was agreed last time

The meeting itself is valuable. The admin around it is not. Descant automates the structure so that wellbeing teams spend their time in discussion, not in document preparation.

Auto-Generated Agendas

When you set up an SSG meeting for a student, you can generate a structured agenda from the student's case. It opens with the case reference, the student's support tier, the urgency and the areas of support, then sets out:

1. Welcome, purpose, attendance and apologies
2. Student and family voice
3. Review of previous actions — actions still open from the last meeting, with who owns each one
4. Current concerns and strengths — the concerns recorded on the referral
5. Current adjustments and interventions — the strategies active or planned on the case
6. Evidence, progress and barriers
7. Decisions and agreed changes
8. Actions, owners and due dates
9. Next review date

The agenda deliberately leaves out case notes. Everyone in the room — including parents, carers and external providers — may see it, so it carries the structure of the discussion without exposing confidential notes. The generated agenda is a starting point, not a locked template.

Meeting Types

Not every meeting follows the same format. The system supports six meeting types:

• SSG (Student Support Group) — the standard multi-disciplinary meeting
• Case Conference — a focused discussion about a specific concern or incident
• IEP Review — linked to the student's Individual Education Plan review cycle
• Transition Meeting — for students transitioning between year levels, campuses, or schools
• Intake Meeting — initial meeting when a student first enters the support system
• Other — for meetings that do not fit the above categories

The meeting type is recorded in the meeting record, so it is clear later whether a meeting was a routine SSG, a case conference or a formal IEP review.

Attendee Tracking

Each meeting records who attended and in what role:

• Name and role — coordinator, classroom teacher, specialist (OT, speech pathologist, psychologist), parent/carer, student, external provider
• Attendance — whether each person was present, so the record shows who was in the room

This matters for NCCD evidence, where demonstrating multi-disciplinary involvement in student support planning strengthens the school's documentation. It also matters for accountability — the record shows who was in the room when decisions were made.

Action Items with Follow-Up

Action items are where meetings either lead to change or fade into forgotten minutes. The system structures action items with:

• Description — what needs to happen
• Owner — who is responsible
• Due date — when it should be completed
• Status — open or completed

Actions still open from the last meeting appear in the next meeting's agenda. When the team sits down for the follow-up meeting, the review of previous actions is not a memory exercise — it is a structured list showing what is still outstanding and who is responsible.

The Reports page also lists outstanding actions — open meeting actions and family follow-ups across students, with their owner and due date — so the wellbeing team can see them without opening each record individually. Line managers can also choose to receive a weekly email summary of outstanding actions, which shows counts only.

Linked to Referrals and IEPs

SSG meetings do not exist in isolation. Each meeting sits on the student's case, and IEP Review is one of the six meeting types. This means:

• From a referral, you can see all meetings held about that student, with their dates, attendees, and outcomes
• From a meeting, you are on the same case as the referral, case notes and support plan
• For an IEP review, the meeting record provides evidence of the collaborative review process

This linking eliminates the duplication that happens when meeting minutes live in one system and referral records live in another. The meeting record is part of the student's support history, not a separate document trail.

Recording Discussions and Decisions

During or after the meeting, the coordinator records:

• Discussion notes — key points raised, perspectives shared, and context discussed
• Decisions — what the team agreed to do, including any changes to the support tier, intervention strategies, or referral pathways
• Formal minutes — if the school requires structured minutes (some jurisdictions and sectors mandate this for SSG meetings)

Each time a meeting is created or updated, the change is logged with who made it and when. A meeting can be updated or cancelled, and there is no option to delete it from the case, which keeps the meeting documentation intact.

For School Leadership

Leaders see the follow-through of meetings on the Reports page, which lists outstanding actions: the actions still open, with their owner and due date. The same page shows referral volumes, waiting times, support tiers and staff caseloads.

Together these help leadership teams understand whether multi-disciplinary support work is being followed through, without needing to read individual meeting records.

Getting Started

SSG meetings are available to all schools using the Student Support Platform. Open the student's case, add a meeting, and generate the agenda from the case before the meeting begins.

Learn more about the Student Support Platform or visit For Schools.

---

Meeting documentation is a record-keeping tool. All clinical and educational decisions are made by the professionals and families involved in the student's support.

---