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Helping teams with strategies to engage parents in conversation throughout the IEP

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Transition related shares - Age of Majority, Supported Decision Making, Linkages, other?

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Pre-ETS agreement - share and sign during IEP meeting

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Pre-ETS agreement - share and sign during IEP meeting

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Different approach to entering  current level of functioning and baseline as compared to peers. The process in ACHIEVE is more streamlined with ess open text boxes.

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How to use helper questions (considerations) for special factors

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LRE: Document participation in Regular Early Childhood Programs (RECP); contacts, dates, invite to IEP meeting (Learner Management)

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LRE: Document participation in Regular Early Childhood Programs (RECP); contacts, dates, invite to IEP meeting (Learner Management)

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ACHIEVE will have advanced options for graphing and analyzing data which include the use of rating scale, use of milestones, graphing more than one data element at one time.  Users may need help knowing when to select which graph option.

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LRE: Currently attending; if non-disabled; Explanation

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LRE: Currently attending; if non-disabled; Explanation

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Preschool: Document time "Removal from Regular Early Childhood Program (RECP)"

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Preschool: Document time "Removal from Regular Early Childhood Program (RECP)"

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NOTE: Preschool PL Task Team addressed this during our team discussion.

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Identify strengths and skills  on which to build

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Identify strengths and skills  on which to build

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Documenting data sources
Organized by tables rather than paragraphs

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Decision tree for using proper codes

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Process that leads to eligible or exit

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May or may not be at same time as the periodic review

Documentation of process

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Use of RIOT structure

May or may not lead to changing or modifying services

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Review process that may or may not lead to a periodic meeting

Documentation of process

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Aligning services to outcomes

Tagging for PWN

Identifying PSP and secondary provider when appropriate

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Progress Monitoring (big learning curve)

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Progress Monitoring (big learning curve)

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Use of 5Q to support monitoring progress in the context of everyday routines and activities: WHAT, WHY, HOW, WHEN, WHERE, WHO

Identifying and measuring short-term strategies used by the  caregiver during routines that build toward long-term goals and support developmental expectations and family priorities

Using data from progress monitoring to

How to measure progress and functional use of skills

After identifying the effectiveness of the intervention, use the data to revise strategies when needed

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Present Levels of Development (big learning curve)

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Present Levels of Development (big learning curve)

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Tagging

ECO matrix

Decision tree

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Using PLOD info to build better child and family outcomes (identify strengths, needs, likes, dislikes, routines, activities, so the team can start where the child is at and determine what is needed to support growth and learning in areas that are important to the family) remember to use FUMM = F, Family Identified; U, Useful and participation-based; M, Meaningful, M, Measurable.

Each outcomes includes context, function, and a role for the child and/or caregiver.

How to modify an outcomes

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Eval assignments

Pathways for auto eligible vs those who are not

Evaluation process documentation structured using RIOT rather than developmental domains (big learning curve)

Tagging domains, routines, early childhood outcome areas as part of eval/assess process

Eval report (this is new for Part C)

Interview using routines, 1-5 scale, parent priority

Reviewing results

Team eligibility decision based on RIOT

PWN

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Contacting families, tracking the attempts

Scheduling visits, meetings

Service coordinator as facilitator of the IFSP team

Family questionnaire as part of intake

Beefed up health information

Editing intake

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Pending referrals, assigning district

New learner search and adding child to ACHIEVE

Re-referrals

Assigning a service coordinator (who will do this at the different agencies)

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Consider PL in phases of transition from C to B, or C to other community resources:
1.  Preparing by the agency/program the child is moving from.
2.  The handoff between the 2 programs.
3.  The adjustment to the new setting.
This would use a holistic view of the transition process.

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Disability Suspect
RIOT - multiple data sources
Summary statements
Eligibility Determination
Exclusionary factors
Learner Progress/performance and need
Standards
SLD components

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Progress Monitoring Data being shared with families

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Progress Monitoring Data being shared with families

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Users will have options for sharing progress monitoring data with families via the Portal

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Overall format for this documentation

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Two possible Transition Pathways - Other services or Part B.

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Two possible Transition Pathways - Other services or Part B.

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Evaluation: Data may be tagged by Domains, ECO Areas, and Daily Routines. 

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Evaluation: Data may be tagged by Domains, ECO Areas, and Daily Routines. 

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Notes/Cards can be categorized by ECO Areas and Routines

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Evaluation: ECO Rating Statements instead of Rating 1-7.

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Evaluation: ECO Rating Statements instead of Rating 1-7.

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Evaluation: Learner Performance includes Family Interview - same as Early ACCESS interview

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Evaluation: Learner Performance includes Family Interview - same as Early ACCESS interview

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Evaluation: Educational Needs and Other Factors have specific Preschool pages (slightly different from K-12)

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Evaluation: Educational Needs and Other Factors have specific Preschool pages (slightly different from K-12)

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Identify preferences for learning materials and instructional methods or strategies

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Identify preferences for learning materials and instructional methods or strategies

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Documenting data sources
Sentence Starters

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Adding PREP Categories

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logging them over time with ACHIEVE
Identification of sources as living, learning, working

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ACHIEVE Transition Assessment Wireframe 

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The decision making rule will not be documented in ACHIEVE

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Preschool PLAAFP: Identify skills and abilities per the three ECO Areas

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Preschool PLAAFP: Identify skills and abilities per the three ECO Areas

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User will have options to automically integrate data from an initial evaluation in goal development in the initial IEP

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AEA contacted with concerns about a child not in a district preschool.

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Use of data to support compliance monitoring

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Process that leads to new IEP/changes to services
Exclusionary factors
When to collect "additional information"
No longer eligible

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Data history and accessing info from IFSP

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SE/GE minutes, providers, additional fields differentiated by service type

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IEP team determining dates

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Option to delay
Documentation of services
Use of PSE as goals

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There will not be an AEA review/validation process in ACHIEVE.  The facilitator (IEP author) will finalize the IEP.

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Demographic data will be pulled from the local (LEA) information management systems.

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Family's will have access to some types of IEP information in both the draft and final versions.

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Users can create a trial for individual or all services. It can be
initiated at the point of annual review or through an amendment.

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Exiting and revoking consent are discussions that the development team is having now. More information will come later.

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Will be included in ACHIEVE.

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Meeting Notice

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ECO decisions made together (C and B) if eligible for Sp Ed.

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ECO decisions made together (C and B) if eligible for Sp Ed.

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Inclusion of Page G services within actual services discussion

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Inclusion of Page G services within actual services discussion

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Trial placement

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Defining special school and the special school questions

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Change in consideration process

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Areas of need and concerns to be addressed in the IEP

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Areas of need and concerns to be addressed in the IEP

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Tagging items for use in the IEP