What We Do

  • Roles/Responsibilities

    The role of the IH/PFT is to help students generalized IEP related social/behavioral skills across settings, such as school to home, school to the community, home to community, and community to home.

    The In-Home and Parent/Family trainer is responsible for assisting with finding viable alternatives to In-Home-Parent/Family Training with the diagnostician and other campus staff members. He/she is also responsible for attending ARDs; for evaluating the need for IH/PFT when it is deemed necessary by the ARDC; for the development of the goals and objectives; for the implementation of those goals and objectives; for keeping documentation of progress on the child’s goals and objectives; and for retiring goals and objectives upon their completion.


    Major Responsibilities and Duties:


      1. Provide resources and viable alternatives to IH/PFT at a Staffing or ARDC prior to assessment
      2. Conduct IH/PFT evaluations upon ARDC request
      3. Conduct school and home visits to observe students
      4. Pick up and drop off paperwork as needed
      5. Write the IH/PFT Reports
      6. Collaborate with other evaluators to make sure recommendations are appropriate and that assessment questions are answered
      7. Review current and retired IEP goals and objectives
      8. Develop new IEP Goals and Objectives
      9. Attend ARDs  to present evaluations and recommendations

    Diagnostician Requests

    1. Be responsive to the needs of the campus
    2. Gather paperwork for new evaluations from diagnosticians
    3. Attend ARD/IEP Meetings

    In-home and Parent/Family Trainings

    1. Schedule visits
    2. Document calls to parents on call logs
    3. Locate and prepare materials
    4. Provide training as deemed appropriate by the ARD/IEP Committee
    5. Communicate regularly with teachers, behavior specialists, parents and other relevant staff members
    6. Gather requested resources and distribute them to parents

    Updating/Filing/Data Collection

      1. Gather data on student progress
      2. Update IEP goals and objectives
      3. Send Progress Reports 

    Campus Responsibilities

      1. Be responsive to the campus requests for assistance
      2. Provide each campus diagnostician with a list of students that are receiving IH/PFT services and the projected date for competition
      3. Provide assistance with determining viable alternative strategies
      4. Assist with determining who will provide and implement the alternative strategies
      5. Assist with identifying possible areas for IH/PFT
      6. Conduct proper observations in the home, school and community as needed
      7. Conduct IH/PFT evaluation and produce a written report within 45 school days or less of the signed consent for evaluation
      8. Identify goals and objectives from the evaluation
      9. Review the proposed goals and objectives with the campus and the parents 7 days prior to the IEP meeting for in-put for the final proposed goals and objectives
      10. Participate in staffings and ARDs to present goals and objectives
      11. Investigate possible needed materials for the implementation of the goals and objectives
      12. Set up appointments with the family for IH/PFT visits, reschedule as needed
      13. Keep detailed contact logs regarding attempts to contact parents and outcomes of those attempts
      14. Provide appropriate IH/PFT sessions in the appropriate environments to ensure that the student generalizes the skills across the needed settings
      15. Provide the parent/family and campus with needed materials to ensure the generalization of the skills across settings
      16. Collect data on the student’s progress for goals and objectives
      17. Keep detailed Service Logs
      18. Up-date IEPs as needed
      19. Enter data into Progress Reports as needed
      20. If the student is receiving direct IH/PFT services at the time of the annual ARD the IH/PFT will provide the following information to the ARDC regarding IH/PFT:
        • Data on the student’s progress to the child’s CM to be incorporated into the PLAAFP
        • Updated IH/PFT IEP goals and objectives
        • New or continued IEP goals and objectives with the appropriate dates on them
        • A summary report describing the progress of the student on the previously developed goals and objectives
        • Recommendation as to the additional number of sessions that will be needed to complete the goals and objectives
      21. Upon the conclusion of the IH/PFT cycle the IH/PFT will assist the ARDC in retiring the IH/PFT IEP goals and objectives