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It is a paper trail, I know it feels like the meeting is the most important things but the meeting is just the beginning. Start gathering the data for what you feel like your child needs and the PWN is part of that data gathering. You get the school having to write out why they are saying no (again usually its just a because we said so) but it is evidence. Then you start working to get the data to prove them wrong (perhaps an IEE perhaps just evidences from other things). Is this the first IEP? If so they can not move forward without agreement but yes for any other IEP they can move forward and that is why you need the PWN. IF this had to go before a judge you want all the information that the school is refusing reasonable parental input a PWN does that. Yes it sucks that it means this is going to take longer as a process but it is a process and this is just 1 step. Get the PWN to show you tried to participate and they refused everything you tried to tell them. I have been there and honestly got the really ridiculous PWN of we won't because we said so but I was able to use that to eventually get my kid what she needed. (And some people have had schools when told to put it in the PWN suddenly change their minds and put it in the IEP so you may win anyway if you ask for the PWN).

For the issues that you requested services to address, did the school do an evaluation? The way IEPs work is the services are based on baseline data. That data comes from the eval report the school prepared. If there is no mention of an issue in the report, it's like the issue doesn't exist. You might need to be requesting an eval for the issues you see so there is baseline data on which to base the services you see are needed. In other words, look at the eval. If you don't see the issues you want addressed mentioned as issues, the eval was not in 'all areas of suspected disability' as required by IDEA. You need more evals if the school didn't assess an area of need. You can ask for an IEE at school expense if they missed an area that should have been assessed. https://adayinourshoes.com/iee-independent-education-evaluation/

It's time to get a Prior Written Notification (PWN)...write down all the things you asked for that they said no to...and tell them you want them to be addressed in a PWN. Note this PWN will likely basically say we said no because we said no and we will keep saying no...but getting it in writing is what is important.

I just need a few points of clarification. If I'm reading your post correctly, you are now on a second draft of the IEP document and are waiting on a follow up meeting because the second draft did not contain any of your parent concerns? And in the meantime, the IEP is not being implemented? Here are my suggestions: 1) Make sure the parent concerns are distributed via email to all team members before the meeting - don't just bring a written copy to the meeting (it sounds like you did this after the second meeting). 2) During the meeting, make sure each of your parent concerns are addressed AT the meeting and that a consensus is reached one way or the other on each item BEFORE you leave the meeting. For each parent concern that is refused, ask that the refusal be noted in the Prior Written Notice. Also ask that your parent concerns be copied and pasted into the IEP document. If this is refused, again, ask that this refusal be stated in the PWN. 3) Is the executive skills class part of special education? If so, then the school would be correct that the child cannot attend until you give consent for special education services. 4) You can sign an IEP agreeing IN PART. List on the signature page everything you disagree with and every parent concern that was refused. Then sign that you agree to move forward with the IEP with these exceptions. That way the services you agree to (executive skills class) can be implemented. 5) I would contact your state department of education and ask what your recourse is for a school district refusing to take parent concerns into consideration. They may suggest filing a state complaint.

I'm a first year teacher, and at my district, after the meeting is done and I've checked that all the boxes are filled in, I send the IEP to the district special education office, and someone there reviews it and lets me know if any other edits need to be made (like forgetting to add a date, or I changed the time on one part of the form but not the second part). After those are all completed, then it is finalized and the IEP is officially done. I don't know if it's the norm, but I will often send the parents the draft at the same time I send it to the special education office, with a note that the finalized version will be mailed to them. Sometimes I'll even print out a draft for them to look at during the meeting that they can then take home with them, if I don't anticipate many changes because I already got input from all the team members prior to the meeting.