Based on input from the field over the last few years, the Department convened a task team in the Spring of 2024 to identify a number of revisions to the Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) processes in ACHIEVE. As a result of the work of the task team and additional stakeholders, several notable changes impacting the FBA and BIP processes will be implemented in ACHIEVE on September 17. The following highlights some of the changes:

1. BIP Changes: The BIP will now be a part of the annual IEP process / IEP amendment process and will have its own stepper within the IEP. It is no longer a stand alone document, but rather an integral part of the IEP and will be reviewed each year. Due to this change, the team will no longer be able to revise the BIP outside of IEP processes. Instead, any amendments to a BIP will be done through the IEP amendment process, and all required steps for an amendment must be followed.
2. Concurrent Drafts of FBA and BIPs: Evaluation and IEP teams will benefit from increased collaboration with the option to have a draft FBA and draft BIP open at the same time. Once initiated, FBA data flows in real-time to BIP development screens in ACHIEVE. Both the FBA and BIP must be completed before an IEP draft/amendment can be finalized.
3. New FBA Management Section: FBAs can now be found on a new FBA Management card found on the Evaluation stepper. From this FBA Management card, users can create a new FBA, view finalized FBAs, formally review an FBA, and access all archived FBAs for that learner.
4. Additional Data Fields / Reorganized Data Fields in BIP and FBA: Additional data fields have been added to both the FBA and BIP processes to better support the IEP team in understanding how to best address the behavioral needs of a learner (e.g., Lagging Skills, Summary and Convergence of Data, Recommendations, Reintegration Plan, etc.). Additionally, many of the existing sections have been reorganized to improve functionality and ensure all necessary information is included in both FBAs and BIPs.
   
   

Teams are strongly encouraged to finalize any draft FBAs and BIPs prior to September 17 to prevent losing information that has been entered into the draft FBA and/or BIP. If a team is unable to finalize an FBA or BIP prior to September 17, teams are encouraged to copy and paste draft information into a separate document to have a backup copy.

To support the transition of FBAs and BIPs that are currently in-progress in ACHIEVE, the Department has created an FAQ guide and will host open office hours and live webinars via Zoom to provide technical assistance to the field.

FBA/BIP Office Hours via Zoom:

8 to 10 a.m. on September 15, 17, 19, 23, and 25

2 to 4 p.m. on September 16, 18, 22, 24, and 26

FBA/BIP Live Webinars via Zoom:

2 to 3:30 p.m. on September 17 

3 to 4:30 p.m. on October 15

This summary outlines key changes in ACHIEVE and the impact on stakeholders. Additional training materials will be available on the ACHIEVE web page by September 5. Please share information about these system changes with those impacted in your agency. Questions may be directed to Education Program Consultants Rose Cartee at rose.cartee@iowa.gov or Shannon Grundmeier at shannon.grundmeier@iowa.gov.

The Department has received feedback from the field regarding challenges in tracking and serving learners who have been placed in day or residential programs outside Iowa’s borders. Previously, there was no existing method in ACHIEVE to track IEPs of learners who have held long-term placements outside of Iowa but now hold non-Iowa IEPs. Improvements to support the general supervision of these learners have been developed for the 2025-26 school year.

The following stakeholders are impacted by this change:

• IEP Case Facilitators (LEA)
• LEA User Managers (LEA)
• Out-of-State AEA Administrators (AEA)
• Out-of-State LEA Administrators (LEA)

This summary outlines key changes in ACHIEVE and the impact on stakeholders. Questions may be directed to Education Program Consultants Elisa Koler at elisa.koler@iowa.gov or Shannon Grundmeier at shannon.grundmeier@iowa.gov.

In collaboration with the Department of Health and Human Services, new functionality has been developed in ACHIEVE to support the identification of Early ACCESS and special education learners who are eligible for Medicaid reimbursement. A new user role has been created in ACHIEVE to provide limited access to Medicaid eligibility information. The Iowa Department of Education will handle assigning/removing this user role in ACHIEVE to track access to Medicaid Eligibility information. The Department will share updates on who has access to Medicaid information with the Iowa Department of Health and Human Services on a regular basis.

The following stakeholders are impacted by this change:

• Early ACCESS Service Coordinators (AEA/CHSC)
• IEP Case Facilitators (AEA/LEA)
• Medicaid Billing Agents (AEA/CHSC/LEA)

This summary outlines key changes in ACHIEVE and the impact on stakeholders. Training materials and additional resources will be available on the ACHIEVE web page by September 5.

Questions about changes to Medicaid processes may be directed to Education Program Consultants Amy DeVault at amy.devault@iowa.gov or Shannon Grundmeier at shannon.grundmeier@iowa.gov.

Service Coordinators and IEP facilitators play a vital role in connecting families with the resources they need to be active participants in their child’s development and education. The ACHIEVE Family Portal, a powerful tool available to families, is a secure and easy-to-use online platform that gives families direct access to view their child’s Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP).

We need your help to encourage families to access the many benefits of the ACHIEVE Family Portal by registering for an account. Since the ACHIEVE Family Portal launched in February 2025, only 5 percent of Early ACCESS children and 8.5 percent of special education learners have at least one family member with an active account.

The portal gives families the ability to access their child’s records electronically, track real-time progress toward their learner’s outcomes and goals, view upcoming meetings and sign consent forms electronically. When families have access to their child’s information they come to IFSP/IEP meetings informed, prepared and ready to collaborate effectively.

How You Can Help:

• View the Family Portal Access report in ACHIEVE to learn how many portal accounts have been created in your district or AEA.
• Ensure family contact information is validated and includes an updated email address.
• Talk to families about the benefits of the ACHIEVE Family Portal during IFSP/IEP meetings.
• Share instructions and guidance on how to create an account.
• Consider clicking the Invite to Portal button for family members who have not yet created an account during annual IFSP/IEP meetings.

Together, we can ensure families feel empowered, informed, and truly involved in their child’s developmental and educational journey. Visit the ACHIEVE webpage to access an ACHIEVE Family Portal toolkit to help you communicate with the families you serve.

For questions, contact achievesupport@iowa.gov.

Under the Individuals with Disabilities Education Act (IDEA) learners are guaranteed a Free and Appropriate Public Education (FAPE), which includes thoughtful transition planning and services that prepare them for life after high school.

For some, the Individualized Education Program (IEP) team may determine that FAPE has been met once the learner has completed graduation requirements. For others, the IEP team may recommend continued special education and related services due to unmet transition-related needs. This extended period of eligibility is referred to as 4+ Services.

The IEP team determines if there is a transition-related need through careful analysis of the learner’s postsecondary expectations, current academic achievement and functional performance and the skills, services, and supports required. The learner’s individualized needs can be met through general education courses and activities, special education and related services, or supports provided by community agencies or adult service providers.

As long as FAPE is being provided, districts may choose to provide special education services internally, partner with an AEA or contract with another entity to provide the services. The district of residence retains responsibility for ensuring the IEP is developed and implemented appropriately. Ultimately, the goal is for every learner to leave high school with a plan that ambitious, achievable and leads to success in their chosen postsecondary environment.

Remember, Iowa law mandates transition planning should start by age 14 and should continue to be addressed throughout high school. Teams should not wait until the learner is approaching graduation to consider transition-related needs and services.

To learn more, attend the the Secondary Transition Policy and Practice Webinar on November 12. Questions can be directed to Education Program Consultant Kelsey Teeter at kelsey.teeter@iowa.gov.

The Policy & Practice Webinar Series is back with all new topics for the 2025-26 school year. The series is intended to highlight important and emerging special education policies and how to apply them within Iowa schools. The webinars will be provided by team members in the Department’s Division of Special Education and include time for questions.

Join us on September 10 at 8:30 a.m. to learn more about ACHIEVE and General Supervision. This session offers an overview of how the state fulfills its general supervision responsibilities under IDEA, including the duties to prevent, inform, inspect, detect and correct. Participants will learn about the ACHIEVE reports the state will regularly generate as part of its ongoing general supervision efforts. Additionally, the session will cover the importance of the Prior Written Notice (PWN) and its essential role in an effective general supervision system.

The next webinar in the series, Accessible Educational Materials and Assistive Technology on the IEP, will be on October 8. Participants can join any of the webinars using Zoom and the passcode 431127. No registration is required.

Screening: The Math Counts Act (House File 784) states that all public schools’ K-6 students are to be screened three times a year in mathematics using a Department approved screening assessment. This includes students eligible for special education. For students participating in the alternate assessments, the Early Math Alternate Screener will be available Fall 2026.

Identification: Students in grades K-6 who perform below benchmark for two consecutive screening windows (persistently at risk) or are not yet proficient on the Iowa Statewide Assessment of Student Progress (ISASP) are required to receive targeted interventions and be progress monitored. Progress monitoring using an approved assessment tool must occur at least every other week. Students with an IEP who are identified as persistently at risk in mathematics must also be progress monitored using one of the approved assessment tools. An IEP team may decide to monitor a student's progress on an IEP goal in mathematics using an assessment that is not on the approved list, but this must be done in addition to progress monitoring with an approved assessment if the student is also identified as persistently at risk.

Intervention: Students that are identified as persistently at risk should receive targeted interventions. Intervention materials may be chosen by the district to best fit the student’s mathematics needs. Teachers should use evidence-based practices/high leverage practices during intervention instruction to address grade level standards. Students with an IEP goal in the area of mathematics may need targeted and/or intensive interventions along with their SDI. Students who have IEP goals in areas other than mathematics will need to receive targeted interventions if they are identified as persistently at risk as defined by the Math Counts Act (HF 784).

Exit: Students in grades K-3 may be exited from the intervention and progress monitoring requirements of the Math Counts Act (HF 784) when they score above benchmark for two consecutive screening windows. Students in grades 4-6 may be exited from the intervention and progress monitoring requirements when they score above benchmark for two consecutive screening windows or they score at the proficient or advanced level on the ISASP assessment. 

Home Engagement: The Math Counts Act (HF 784) also requires the involvement of parents or guardians to support a student who is persistently at risk. Technical assistance for creating the Model Personalized Mathematics Plan can be found on the Department website.

Please note that, for students with disabilities, schools must comply with both HF 784 and state and federal special education law. The manner in which each law is met will be based on the specific facts of each student’s case. For many students with disabilities who have a mathematics goal on their IEP, the goals and specially designed instruction outlined in their IEP will satisfy the personalized mathematics plan requirement of HF 784. For other students with disabilities without a mathematics goal, their IEP goals and specially designed instruction will satisfy special education law; however, they may not satisfy the requirement of HF 784. 

Questions can be directed to Education Program Consultant Donna Sump McClain at donna.sump-mcclain@iowa.gov. Questions specific to students participating in alternate assessment can be directed to Jennifer Denne at jennifer.denne@iowa.gov.

As we start the 2025-26 school year, please take note of a few important reminders.

• Early Literacy Alternate Assessment (EL AA) and Dynamic Learning Maps (DLM) 2025-26 assessment windows are posted on the Department of Education Assessment and Testing website.
• EL AA and DLM training are required for teachers to complete every year. DLM training is found on the DLM Kite Educator Portal. EL AA training is found in AEA Learning Online.
• The Iowa Test Security Training must be taken every three years and is also found on AEA Learning Online.
• Starting in 2025-26 EL AA Scales 4 and 6 are the only scales required for screening. Scales 1-3 and 5 are still available for screening in the Early Literacy Alternate Assessment stepper of ACHIEVE.
• The Early Math Alternate Screener is in development and will be available in Fall 2026.
• The Department will be creating a sample Civics exam that can be used for students that are participating in the alternate assessments (per the requirement in Senate File 369)

Contact Education Program Consultant Jennifer Denne at jennifer.denne@iowa.gov for more information regarding test administration of Iowa’s alternate assessments.

Your Local School Plan (LSP) is due no later than October 15. The LSP is a required service delivery agreement, collaboratively developed, facilitated and implemented by LEA, AEA, and vocational rehabilitation partners. The LSP helps teams build an effective and meaningful transition service system tailored to local needs to support the postsecondary goals and outcomes of learners with disabilities.

You can access the materials and instructions for submitting the LSP on both the Department of Education and Iowa Vocational Rehabilitation Services websites.

Questions may be directed to Education Program Consultant Kelsey Teeter at kelsey.teeter@iowa.gov.