Parent preparation workbook

Parent preparation workbook

Keep this workbook private

Use a case reference rather than a student name when practical. Print or save locally; the public workbook sends no entries to ARKTIK. Do not upload student records through the public request form. Parent observations are useful but are not independently verified findings.

Priority brief to complete

Meeting date: ____ One priority: ____ What is working: ____ What is difficult: ____ Current goal/support and source page: ____ Desired clarification: ____ Available documents: ____ Missing records to request: ____.

Notes: ___________________________________________________ _________________________________________________________ _________________________________________________________

Eight questions to adapt

1. What is the current baseline and its date? 2. What exact skill and criterion does the goal measure? 3. Which support, frequency and setting are written in the plan? 4. How is delivery documented? 5. How and when is goal progress reported? 6. Are the comparison samples collected under comparable conditions? 7. Who will clarify each unanswered item? 8. What next action and review date can we record?

Meeting notes and follow-up

Record date, participants, factual discussion, decisions stated by the team, unresolved questions, source documents and action owner/date. Keep personal interpretations separate. Draft: Thank you for meeting on [date]. My understanding of the next actions is [action, owner, date]. Please correct anything I have misunderstood and clarify [specific question]. The parent reviews and sends it unless separately authorizing ARKTIK.

Notes: ___________________________________________________ _________________________________________________________ _________________________________________________________

Implementation and progress worksheets

Implementation comparison template

Support/plan page: ____ Written frequency/setting: ____ Time window reviewed: ____ School record/date: ____ Parent observation/date: ____ Status label: ____ Unknown or discrepancy: ____ Neutral clarification question: ____ Responsible person/review date: ____.

Notes: ___________________________________________________ _________________________________________________________ _________________________________________________________

Fictional implementation example

A fictional plan lists check-in support twice weekly. Two school entries are available for one week; a parent reports a missed check-in in another week. Status: NEEDS CLARIFICATION. Ask for the delivery record for the missing period and whether the support was provided elsewhere. Do not conclude a violation or presume that a parent's report confirms non-delivery.

Goal progress template

Goal wording/page: ____ Baseline/date/unit: ____ Target/date/unit: ____ Measurement conditions and allowed prompts: ____ Sample dates/results: ____ Evidence source: ____ Comparable/not comparable/insufficient data: ____ Clarification needed: ____ Next review: ____.

Notes: ___________________________________________________ _________________________________________________________ _________________________________________________________

Fictional progress example

Goal: independently answer four of five literal questions after reading a short passage. Baseline: two of five; dated samples: two of five, three of five, three of five under matching conditions. Report the actual observations and limited upward change; criterion is not yet met in these samples. Do not predict future achievement. If a sample used additional prompts or a different passage level, label it non-comparable rather than averaging unlike measures.

Quality rule

Report units used in the goal, distinguish IEP goal progress from report-card grades and label missing data. Never manufacture a baseline, convert qualitative phrases into invented percentages, substitute home practice data for school measurement, or declare mastery from one unsupported observation.

Home practice and workshop delivery

Five-session practice sequence

For a fictional literal-question skill: use a short, appropriate passage selected with the parent; model locating one answer; practice two questions with agreed prompts; let the learner try five questions; record independent and prompted responses separately. Repeat over five short sessions using comparable difficulty, not repeated memorized answers. Keep all home observations clearly labeled HOME PRACTICE.

Parent directions and stopping rules

Explain the task first; use accessible format and required supports. Sessions are 10–15 minutes, adjustable to the learner. Stop and adjust for distress, fatigue or unsafe behavior; do not prescribe clinical intervention. Discuss accessibility or accommodation questions with the qualified school or clinical team. Do not change school services or advise dropping supports.

Practice log and demonstration

Date: ____ Material/difficulty: ____ Task: ____ Independent results: ____ Prompted results: ____ Support used: ____ Duration: ____ Learner response: ____ Next adjustment: ____. Parent demonstration: can explain the task, apply agreed prompts, distinguish independent from prompted work and record the result. This proves task competence, not an IEP outcome.

Notes: ___________________________________________________ _________________________________________________________ _________________________________________________________

Workshop facilitator guide

Use only fictional cases. Open with the parent-support boundary and a no-records/no-personal-case-chat rule. Ten minutes: identify relevant documents. Fifteen: turn a concern into a sourced question. Ten: complete a goal sheet using comparable units. Ten: general questions and one next action. Offer private fit review for individual concerns; no public case discussion.

Workshop evaluation

Before/after, ask adults to demonstrate: identify one useful record, write a neutral question and distinguish documented from reported information. Count completed tasks and anonymous usefulness ratings. No requirement to identify a child or disclose a diagnosis; invite optional accessible formats privately. Workshop interest capture does not confirm a date, fee or place.

Your next action

One question I can support with evidence: __________________________________

Record or clarification needed: __________________________________________

Who I will ask and when: ________________________________________________

Keep original records. Home practice observations do not replace school goal reporting. Seek qualified advice for legal rights, disputes or deadlines.

• Texas parent ARD guide
• TEA measurable annual goals guidance
• IDEA IEP definition

Version 2026-10-08.1. Examples are fictional.