It can be helpful to make a timeline of events, any previous assessments, etc. Also think about making notes on things like developmental history, needs/difficulties, likes/dislikes/what makes DC happy, what support is already in place, what has previously been tried, what worked/didn’t work, what is needed but unable to be delivered, what is important to DC/you and what is important for DC, how DC communicates/how others communicate with DC, aspirations, what you think DC needs, a bit about family/any other important people in DC’s life.
A good assessment will include various tasks (e.g. asking what their perfect school looks like, drawing family &/or friends) and cognitive assessments for DC. But if this is an LA assessment, it may not.
It can also help to write a list of questions to ask the EP such as what assessments will be undertaken, will they observe out of the house (e.g. structured and unstructured times, with peers, with adults), will they make recommendations for the need for further assessments where they believe they are necessary - sometimes they do and sometimes they don’t.
At the end of the meeting, finish by asking them to ensure the report is detailed, specified and quantified and if the report is via the LA for an EHCNA request, the report is sent to you at the same time as it is sent to the LA - you may receive push back on this, but if you request it, it should be done.