PEDI-CAT

Assessment

Steps

• Functional Capacity Assessment
• Select an Authorised Representative
• Select Tools
• Launch PEDI-CAT

Complete PEDI-CAT in Pearson Submission Confirmation

Steps:

1. Functional Capacity Assessment
2. Select an Authorised Representative
3. Select Tools
4. Launch PEDI-CAT
5. Complete PEDI-CAT in Pearson
6. Submission
7. Confirmation

Details and Documents

PEDI-CAT and PEDI-CAT (ASD)

Please confirm details are correct before launching the PEDI-CAT report.

• NDIS Number:
• Applicant/Participant name: Angelina Bell
• Date: 04-09-2023

Reminder to assessor: please do not enter any applicant/participant or representative identifying information (names or contact details) into the online Pearson’s Q-Global system when you commence the assessment.

Save for later Launch PEDI-CAT

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Topic 3: The Access Request Case in PACE

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Version Control

Version	Amended by	Description	Status	Date
V2.0	RWP064	Links updated, Edits	Draft	04/03/24
V2.1	SSN695	Links and content updated	Draft	09/05/24
V2.2	SJT409	Links and content updated	Draft	01/08/2024
V3.0	AIA372	Legislation updates	Final	29/10/2024

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Frontline Essentials

Making Connections, Applying and Access - Program Guide

The contents of this document are OFFICIAL.

Program guide to support the training for the Making Connections, Applying and Access facilitated modules. This program guide provides additional information to the PowerPoint for facilitators.

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Table of Contents

• Frontline Essentials: 1
• Making Connections, Applying and Access - Program Guide: 1
  • Course Information: 7
  • Session Outline: 8
  • Frontline Essentials: Making Connections, Applying and Access: 19
    • Welcome and Introduction: 19
    • Acknowledgement of Country: 19
    • Accessibility: 20
    • Housekeeping: 20
    • Session Outline: Day 1: 22
    • Learning Outcomes: Day 1: 23
    • Program Overview: 23
    • New Starter Essentials: Recap Quiz: 24
    • Recap Quiz: Partners: 25
      • Topic 1: Pathway and Roles: 26
      • NDIS Pathway: 27
      • Group Activity 1: Let’s Learn the Terms: 28
      • Making connections: 29
        • Recording information: 30
        • Using the information: 31
      • Who Provides Early Connections and Community Connections?: 32
        • Early connections and community connections: 32
      • Group Discussion: Skills and behaviours: 34
      • Topic 2: Early Childhood Approach: 35
      • Working with Children and their families: 35
        • Early Childhood Approach: 37
        • Early connections: 38
        • Scenario: Noah: 40

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• Group Activity 2: Noah (40)
• Topic 3: Local Area Coordination Approach (42)
• Local Area Coordination Key Focuses (43)
• Topic 4: Community Connections Case (44)
• Community Connections Case and Plan (45)
• Would a Community Connections plan be suitable? (46)
• Community Connections Case (47)
• Pace Training Environment (48)
• Sally Stevens Scenario (49)
• Create a person account demonstration (50)
• Topic 4: My Profile (53)
• My Profile (53)
• About Me: Conversation Prompts (55)
• Group Activity 3: About me (56)
• Goals (58)
• Group Activity 4: Guided Questions (59)
• Group Activity 4: Option 2 – Goals for Children (61)
• Any final questions? (62)
• Self-Directed Learning (63)

Day 2 Making Connections

• Welcome and Introduction (64)
• Acknowledgement of Country (64)
• Accessibility (65)
• Housekeeping (66)
• Session Outline: Day 2 (67)
• Learning Outcomes: Day 2 (68)
• Recap quiz: Day 2 (69)
• Recap quiz: early connections (69)
• Recap quiz: community connections (70)

Topic 1: Informal, community and other government supports

• Informal, community, and other government Supports (71)

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• Informal Supports (73)
• Community supports (74)
• Other government supports (75)
• Ecomap (76)
• Scenario: Bri (78)
• Group activity 5: Bri’s ecomap (79)
• Topic 2: The community connections case (80)
• Scenario: Sally Stevens (80)
• Community Connections Case demonstration (81)
• Questions: Bri (86)
• Topic 3: Tools used to gather information (88)
• Developmental concerns or developmental delay (88)
• The ASQ for an early childhood partner (90)
• The PEDICAT (91)
• Topic 4: Early supports (92)
• Early supports (92)
• Group Activity 7: Early supports plan demonstration (93)
• Noah: Scenario (94)
• Group discussion: Noah (94)
• Apply to the NDIS (97)
• Group discussion (98)
• Topic 5: Applying to the NDIS (100)
• Applying to the NDIS (100)
• Who completes the access request case? (101)
• Topic 6: Information gathering (102)
• Access and eligibility (102)
• Access requests: Limitations (103)
• Identity evidence for an access request (104)
• Information gathering cases (105)
• Streaming (107)
• Streaming demonstration (108)

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• Personal and Environmental Circumstances (PEC) 110
• PEC demonstration 111
• Questions 112
• Day 2: Self-directed learning 112
• Day 3: Applying and access 113
  • Acknowledgement of Country 114
  • Accessibility 114
  • Housekeeping 115
  • Session outline: Day 3 117
  • Learning outcomes: Day 3 117
  • Recap quiz: Day 3 118
  • Recap quiz: Ecomaps 119
  • Recap quiz: Early support plans 120
  • Recap quiz: Streaming 121
  • Recap quiz: Cases 122
• Topic 1: Information gathering 124
• Short Form Outcomes Framework (SFOF) Questionnaire 124
• SFOF 126
• Supporting the family member or caregiver to answer questions 127
• SFOF demonstration 128
• Topic 2: Functional capacity assessment 131
• Functional capacity assessment 131
• Types of functional capacity assessments 132
• Individual Activity: Who can complete what assessment? 134
• Individual Activity: Debrief 135
• Functional capacity assessments 136
• Completing a functional capacity assessment 137
• Internal disability specific severity tools 139
• Locating resources 139
• Example MS 140
• Group Activity 6: Using severity tools 141

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• Assessment not specific to a disability type - 143
• WHODAS demonstration - 144
• PEDI-CAT - 146
• Topic 3: The Access Request Case in PACE - 147
• Access request demonstration - 147
• Who completes the access request process? - 149
• Group Activity 9: Applying scenarios - 149
• Group Activity 9: Scenario 1 - 150
• Group Activity 9 Debrief: Scenario 1 - 151
• Group Activity 9: Scenario 2 - 153
• Group Activity 9 Debrief: Scenario 2 - 154
• Group Activity 9: Scenario 3 - 156
• Group Activity 9 Debrief: Scenario 3 - 157
• Topic 4: The Access Decision Case in PACE - 158
• Who completes the access decision process? - 158
• Access Officer - 159
• Access Assessor - 159
• Access decision scenarios - 160
• Access assessor scenarios - 161
• Topic 5: What happens next? - 163
• What happens next? - 163
• Recap - 164
• Day 3: Self-directed learning - 165
• National Disability Insurance Agency - 167
• Version Control - 168

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• next steps.

It is recommended that the following tabs should also be completed (but is not mandated):

• my NDIS Contact
• Ecomap
• Profile

3. What kind of information would be recorded about Bri in a community connections plan?

Put what you think in the chat, or raise your hand if you would like to share your thoughts.

Facilitator notes: field responses for about 1-3 minutes

A community connections plan records information about the person, their goals, how they want to work towards their goals, next steps and what community and mainstream/other government supports may help.

Time: 10 minutes

Topic 3: Tools used to gather information

Display Slide 64

Topic 3: Tools Used to Gather Information

Developmental concerns or developmental delay OFFICIAL

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Display Slide 65

Developmental concerns or developmental delay

For children younger than 6, an early childhood partner gathers a range of information to determine if the child can be described as having developmental concerns or developmental delay. Some of the ways they may do this is through:

• Talking to families
• Reviewing information from professionals who know the child well
• Making observations of the child in their natural setting
• Completing an ecomap
• Implementing the Ages and stages questionnaire
• Implementing the PEDI-CAT
• Creating a person account plus a child representative account in PACE.

Facilitator note: Advise learners to take note of this slide as this information can be used to assist them in an upcoming discussion.

State: Community connections plans are generally not generated for children younger than 6.

For children younger than 6, an early childhood partner gathers a range of information to determine if the child can be described as having developmental concerns or developmental delay. If the early childhood partner determines that a child is best described as having developmental concerns or if they are not yet sure if the description of developmental delay applies, early supports are offered to their family.

In areas that have early childhood partners, some of the ways they may gather information to determine if the child can be described as having developmental concerns or developmental delay is through:

• Talking to families
• Reviewing information from professionals who know the child well
• Making observations of the child in their natural setting
• Completing an ecomap
• Implementing the Ages and stages questionnaire
• Implementing the PEDI-CAT
• Creating a person account plus a child representative account in PACE.

The ASQ for an early childhood partner

Display Slide 66

State: The ASQ is a developmental screening tool that is used to gather information about a child’s development. Early childhood partners use it to screen for delays in development. It is used, together with other information to help determine if a child has developmental delay or developmental concerns.

If you are an early childhood partner, spend some more time exploring these tools when you have time.

You can use the article to understand and identify the steps to complete the ASQ. Completing the ASQ involves asking the child representative a series of questions about how their child functionality, their development, and their daily life. A score is generated that is used to interpret if the child shows developmental concerns or developmental delay, along with other information. This information provides supporting evidence for the applying to the NDIS, or for if early connections/supports alone is the best pathway.

You can search for the related knowledge articles using keywords in the training environment.

The PEDICAT

Display Slide 67

State: A PEDI-CAT assessment helps us understand a child’s ability to complete tasks in their daily life.

We use the PEDI-CAT assessment with children younger than 6. Sometimes, we use PEDI-CAT for children aged 7-16 if there isn’t another tool available.

The PEDI-CAT is a functional capacity assessment tool. It is used to measure a child’s functional capacity when compared to other children of a similar age across four domains: daily activities, mobility, social/cognitive and responsibility.

There are two applications of the PEDI-CAT:

• To help determine functional capacity. In addition to the results of the ASQ and other information gathered, the PEDI-CAT can be used to help identify delays in development. Early childhood partners can use the PEDI-CAT when determining a child’s support needs.
• To measure changes in functional capacity over time. The PEDI-CAT can be used to help measure changes in functional capacity over time in response to early childhood intervention. It is completed by the early childhood partner at both the commencement and the completion of early supports.

Time: 2 minutes

State: Some assessments you can complete, but it is important to check as many require a health professional.

When we’re deciding if a participant is eligible for the NDIS, we look at:

• how old their evidence is
• who provided their evidence.

We weigh evidence based on what we consider ‘best practice’, or highest quality. We generally prefer evidence that comes from a treating professional who:

• is the most appropriately qualified person to provide evidence of the person’s primary disability
• has treated the person for a significant period of time (at least six months)
• is registered to practise in Australia or New Zealand
• provides disability evidence (such as a medical report) that is original, genuine and specific to the person.

Time: 6 minutes

Functional capacity assessments

Display Slide 110

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State: A manual assessment refers to any previously completed functional capacity assessments. When collecting functional capacity assessment information, the score of an external assessment needs to be provided by:

• The person

• Their nominee

• Their child representative

• Their treating health professional.

For example, a person might give you a report from their doctor and you will enter the scores from the report in PACE.

A new assessment refers to you completing a new PEDI-CAT or WHODAS assessment in PACE.

Time: 2 minutes

Completing a functional capacity assessment

Display Slide 111

State: Before completing the assessment, check for any exceptions, including:

• if the person does not want to complete assessment

• if the person has a priority situation

• if there are any identified risks

• if they have reapplied within the last 6 months.

When contacting an applicant, participant, their provider, or authorised representative, you must:

• check their preferred communication method and authorisations
• log an activity.
• Read the related knowledge articles.

Complete a new assessment

You need to make the person feel comfortable when communicating. When you are talking to them face to face or over the phone, make sure you:

• prepare for the conversation
• understand the person-centred approach
• understand the question you are asking
• tailor wording from assessment questions
• build rapport
• actively listen
• manage expectations with the individual that this does not mean they will get a funded NDIS plan. For more information, go to the Conversation Style Guide. To begin a functional capacity assessment, you must create a new Functional Capacity Assessment case within PACE. You can follow the steps in the knowledge article relating to creating new functional capacity assessments to do this. Time: 3 minutes

Internal disability specific severity tools

Display Slide 112

State: The internal disability specific severity tools that can be completed by Agency staff and partners include:

• Gross Motor Function Classification Scale (GMFCS) for Cerebral Palsy
• Modified Rankin Scale (MRS) for Stroke
• Disease Steps for Multiple Sclerosis
• Hearing tool
• Vision tool

The internal tools can be found on the intranet and the score updated in the Functional capacity case.

Time: 2 minutes

Locating resources

Display Slide 113

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Facilitator Demonstration

State: I’m going to show you where we find these tools.

Show learners where the severity tools are located on the intranet.

Home>Service Delivery>Pre-Planning>Topic: Your Plan>Update Severity Indicator Tools. Docx (769KB).

Pre-Planning (ndia.gov.au - external)

Time: 5 minutes

Example MS

Display Slide 114

State: Let’s have a look at the disease steps classification scale and what this may look like with a person who lives with MS.

The disease steps classification scale assesses the level of impact multiple sclerosis has on the participant’s daily activities. We use this where they have identified multiple sclerosis as their primary disability.

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To do a multiple sclerosis assessment, use one of these sources in preference order:

• Disease steps: for all ages – provided by a medical professional or equivalent.
• Multiple sclerosis severity tool: for all ages - Patient Determined Disease Steps (PDDS), available on the NDIS intranet. Provided by a medical professional or equivalent or completed internally.
• Expanded Disability Status Scale (EDSS): for all ages – provided by a medical professional or equivalent.

Note: Evidence from a treating health professional should be from a neurologist or a disease steps trained nurse examiner. It is really important to note who has completed the reports, as certain reports are required to be completed by specific professionals. For example, Autism Spectrum Disorder requires a diagnosis by a Clinical psychologist, paediatrician, or a psychiatrist stating ASD Criteria has been met. A diagnostic assessment from a general psychologist or an occupational therapist would not be accepted.

Time: 5 minutes

Group Activity 6: Using severity tools

Display Slide 115

State: We are going to complete an activity using one of the tools.

The severity tool helps to understand the support needs and can help us see how the disability impacts their daily life.

Let’s look for that tool together in the service delivery tab.

Facilitator Note:

Demonstrate finding the correct tool. Home>Service Delivery>Pre-planning>Topic: Your Plan>Update Severity Indicator – Multiple Sclerosis Tool.docx (763KB)

State: We’re going to watch a video about Sonia, and then in your groups, you will determine what functional capacity she is by using the Multiple Sclerosis Severity Tool. Sonia’s video can be located under multiple sclerosis on the disability navigator.

Facilitator note:

Demonstrate finding Sonia’s video. Home>Service Delivery>Disability Navigator>Multiple Sclerosis>Andrew and Sonia lived experience.

Break learners into three groups to complete the Multiple Sclerosis tool.

Debrief:

Display the Multiple Sclerosis Tool on the screen and review the answers together as a group.

Facilitator note: Possible answers below

1. What symptoms do you have due to your MS? Loss of function in hands and legs, fatigue, balance issues, poor heat regulation, poor self-management of bladder/bowel.
2. Do your symptoms have any effect on your activity level or lifestyle? Yes – has never been able to work full-time due to MS, and took a long time to find paid employment (12-13 years after diagnosis). Needs a home with climate control (a/c), no steps and which has good accessibility including a toilet close to bedroom – not always available in rentals, and due to income limitations has always rented.

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1. If so, what is that level of effect on your lifestyle for example, minor, moderate, severe? Moderate to severe

2. After an attack, do you return to normal? Currently stable – no active decline happening

3. Does your MS interfere with your walking? Yes – walks over very short distances, motorised wheelchair over longer distances

4. Do you use a mobility aid? Yes

5. If so, what type? Motorised wheelchair

Evaluation of results: Sonia’s main form of mobility is a wheelchair, which equates to level 7 of the patient determined disease step. The Disease Steps Scale to be entered into the system is 6.

Time: 25 minutes (15 minutes for activity and 10 minutes for debrief)

Assessment not specific to a disability type

Display Slide 116

State: When there aren’t any specific assessments for a person’s disability, the PEDI-CAT or WHODAS would be completed.

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WHODAS demonstration

Display Slide 117

Facilitator Note: We are now going to complete a WHODAS Demonstration.

1. From the Person Account, in account view, select Cases tab.

2. Select New in the top-right corner of the cases panel.

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1. Select Functional Capacity Assessment.
2. Select Next.
3. In Categorisation section, select Origin.
4. Select Save.
5. From the functional capacity assessment view, select Assessment tab.
6. Select Next.
7. Select No for an authorised representative.
8. Select Next.
9. At the Select Tools step in the Functional Capacity Assessment:
10. Select Yes to Carry out a new assessment.
11. Select WHODAS 12.
12. Select No to Manually enter scores.
13. Select Next.
14. Ask learners to help you answer the questions listed based on what they know about Sally. Move the sliding scale indicator to a score between 1 and
15. Answers for Sally should range between None-Moderate depending on how the learners have interpreted her information.
16. Select Next.
17. Check the Confirmation details.
18. Select Done. Time: 10 minutes

PEDI-CAT

Display Slide 118

State: The Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) is a functional capacity assessment that is not specific to a disability.

Completing the PEDI-CAT will support the measurement of severity change over time for consistent reporting.

You can complete the PEDI-CAT if you are an:

• Early Childhood Partner
• Local Area Coordinator
• NDIS planner
• NDIS plan delegate.

Note: For children under the EC approach (0-6 years) the PEDI-CAT is administered by the Early Childhood Partner only.

Check that the person needs the PEDI-CAT assessment tool. Children aged:

• 0-6: must have the PEDI-CAT score in addition to any other assessment tool
• 7-16: only need the PEDI-CAT if a more appropriate tool can be recorded.

Conduct the PEDI-CAT assessment with the person and/or their Child Representative.

Version Control

Version	Amended by	Description	Status	Date
V2.0	RWP064	Updated links, Edits	Draft	04/03/24
V2.1	SSN695	Updated Content	Draft	08/05/24
V2.2	SJT409	Updated Content	Draft	01/08/24
V2.3	AIA372	Legislation updates	Final	29/10/2024

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Making Connections, Applying and Access

Learner Workbook:

Answer Guide

The contents of this document are OFFICIAL.

This learner workbook answer guide is to support the training for the Frontline Essential facilitated modules. This answer guide supports facilitators in correcting the self-directed activities in the learner workbook.

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Table of Contents

• Welcome to the Frontline Essentials Program: 4
• Day 1 – Pre Session: Self-directed Learning: 5
  • Task 1 – eLearning Making Connections: 5
  • Task 2 – Our guidelines – Early connection: 5
  • Task 3 – Booklet – Early childhood approach: 6
  • Task 4 – Roles: 8
• Day 1 – Post Session: Self-directed Learning: 9
  • Task 5 – Goals: 9
  • Task 6 – Goal Setting: 9
  • Task 7 – Contribute to Goal Achievement – Scenarios: 10
  • Task 8 – Create a person account: 14
• Day 2 – Pre Session: Self-directed Learning: 15
  • Task 9 – Ecomap: 15
  • Task 10 – Informal, Community and Mainstream/Other Government Supports: 15
  • Task 11 – Understanding Supports: 19
  • Task 12 – NDIS and other government services: 20
  • Task 13 – Community Connections and Early Supports Knowledge articles: 22
• Day 2 – Post Session: Self-directed Learning: 23
  • Task 14 – Community connections case: 23
  • Task 15 – eLearning Applying for the NDIS: 23
  • Task 16 – Applying to the NDIS: Requirements: 23
  • Task 17– Applying to the NDIS: 24
  • Task 18 – Functional Impact: 26
  • Task 19 – Applying for the NDIS in PACE: 26
• Day 3 – Pre Session: Self-directed Learning: 27
  • Task 20 – eLearning Access decision: 27
  • Task 21 – Participant streaming: 27
  • Task 22 – Person and Environmental Circumstances questions (PEC): 30
• Day 3 – Post Session: Self-directed Learning: 33
  • Task 23 – Streaming case: 33

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• Task 24 – PEC case
• Task 25 – SFOF case
• Task 26 – Functional capacity assessment case (WHODAS)
• Appendix 1: Sally Stevens Profile
  • About Sally Stevens
• Version Control

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Task 26 – Functional capacity assessment case (WHODAS)

In the training environment locate the person account that you have been using in self directed learning and use knowledge articles to complete a Functional capacity case (WHODAS). Use the information in the appendix and the participant statement and goals that you have previously created for Sally Stevens to complete this task. Ensure that you are in the training environment before changing or creating any participant records. The way to check this is to ensure the words Sandbox:TRNENV appears in the heading band at the top of the page. If you require additional support reach out to your buddy or team leader.

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Version Control

Version	Amended by	Description	Status	Date
V2.0	RWP064	Updated links, Edits	Draft	04/03/24
V2.1	SSN695	Updated Content	Draft	08/05/24
V2.2	SJT409	Updated Content	Draft	01/08/24
V2.3	AIA372	Legislation updates	Final	29/10/2024

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Check-ins Program Guide

Transition V2.2

The contents of this document are OFFICIAL.

Program guide to support the training for the Check-Ins facilitated modules. This program guide provides additional information to the PowerPoint for facilitators.

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Table of Contents

• Check-ins Program Guide Transition V2.2: 1
  • Course Information: 4
  • Session Outline: 5
  • Welcome and Introduction: 9
    • Acknowledgement of Country: 9
    • Accessibility: 10
    • Housekeeping: 10
    • Session Outline: 12
    • Learning Outcomes: 13
    • Recap quiz: Using your plan: 14
    • Recap quiz: Support Connection: 14
    • Recap quiz: Request for service: 15
    • Where are we in the NDIS pathway?: 16
  • Topic 1 Why we do Check-ins and the type of check-in: 18
    • Why do we do Check-ins with participants?: 18
    • Identify Risk Factors and Vulnerabilities: 19
    • Teams Group Activity One: 27
      • Would we explore this conversation further because there is a risk to the participant?: 27
      • Group Activity 1 continued.: 28
  • Types of Check-ins: 29
    • Scheduled Check-ins: 29
    • Discretionary Check-ins: 30
    • Pre-reassessment Check-in: 33
  • Topic 2 Who completes a Check in?: 33
    • Who completes the Check-in?: 34
  • Topic 3: Resources: 36
    • Resources: 36
    • Complete a Desktop Review: 37

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• Learn more about the Participant: 39
• Team Group Activity Two – Research: 42
• Topic 4 The Check-in process in PACE: 43
  • Scenario: Sally: 43
  • Functional Capacity Assessment key points: 44
  • Demonstration – Check-in PACE: 45
• Topic 5: Transitioning existing participants’ plans from SAP CRM to PACE: 51
  • Check information has correctly transitioned to PACE: 52
  • Demonstration – Alerts in PACE: 53
  • SAP CRM – Internal Use Radio Button: 55
• Team Group Activity Three: Scenarios: 56
  • Scenario A – Kendra: 57
  • Scenario B – Marcus: 58
  • Scenario C – Isla: 59
• Group Activity 4: Scenarios: 60
  • Group 1 – Charlotte: 61
  • Group 2 – Mike: 65
  • Group 3 – Wayne: 67
• Recap: 69
• Self-Directed Learning: 69
• Thank you: 70
• National Disability Insurance Agency: 73

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• Record request for internal review.

Group Three

• Complete Personal and Environmental Circumstances.
• Update functional capacity assessment.
• Complete SFOF.
• Initiate eligibility reassessment.

Activity duration: 10 minutes activity + 5 minute debrief. Ask learners to post their table or a snip in the chat

Debrief: Did you find the relevant materials, were they easy to locate? Feel free to raise your hand if you would like to share or pop your response in the chat. Remember, our NDIA resources are updated regularly, so always make sure you are accessing the current version rather than saving a copy to your device.

Topic 4 The Check-in process in PACE

Display slide 27

State: Topic 4: The check-in case

Scenario: Sally

Display slide 28

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Scenario: Sally

State: Sally is our participant who we met during the last couple of weeks of training. She is a 24-year-old female with a diagnosis of moderate intellectual disability. Sally’s first plan was approved 3 months ago which included funding for a functional capacity assessment to assess her ongoing needs. We have now received the new functional capacity assessment which recommends an increase in supports to work towards some new goals. We need to discuss this with Sally in a check-in meeting.

Time: 2 minutes

Functional Capacity Assessment key points

Display slide 29

State: Here are some key points from the Functional Capacity Assessment report that we received before our check-in with Sally. These reports are usually quite long documents however we have picked out a few points here which we can use when considering a check-in conversation. Sally’s Functional Capacity Assessment report states that Sally can mobilise independently. She requires prompting to shower and dress and is fully dependent on her family for meal preparation and cleaning tasks. Sally has been accessing the community with her support worker and would like to build her skills to do this independently. Sally would also like to learn to catch the bus independently. The report notes that Sally has not previously engaged in skill

building activities but wants to be as independent as possible in the future. The

report states that Sally requires increased therapy supports to develop her independent living skills. The Occupational therapist has recommended 1 hour per fortnight of Occupational therapy and an additional 6 hours for report writing as well as 2 hours of skill development with a support worker in Sally’s next plan.

Ask: Are we required to include funding for all therapist recommendations in a participant plan?

Answer: No, support still need to be reasonable and necessary even if they are recommended by an Allied health professional.

Time: 5 minutes

Demonstration – Check-in PACE

Display slide 30

State: I am going to demonstrate how to complete the Check-in meeting for Sally using some examples of what could be included. It’s important to remember that these are just examples and if you are unsure what to write or what to discuss in an check-in meeting you should refer to guidance in the knowledge articles or consult with your team leader or buddy. You will just be observing me complete this however you will practice this in the training environment after todays session.

If you need support or have any questions after this session your Team Leader or Buddy will go through this with you.

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Facilitator Note:

• From the Person Account screen, select Cases
• Select New
• Select Check-in
• Select Next
• At Reason Category, select from the drop down options For Sally select participant initiated
• At the Reason Code, Select Potential Changes to current plan
• Select Save

State: We will need to book the check in meeting to be able to proceed with the case.

• From the Check-in case, navigate to the Activity bar on the right

• Select More

• Select New event

• At Search People bar, your details will automatically populate Leave this as is

• At Start, include the date and time of when the Check-in meeting is to occur For Sally leave the default date and time.

• At End, leave the default date and time. State: If this was for a real participant you would enter the agreed date and time of the check in conversation.

• At Assigned To, your name will automatically populate

• At Subject, Select Check-in meeting from the drop-down options

• At Description, add in any additional notes. For Sally enter ‘Check in due to new information provided.’

• At Type, select phone

• At Location, include where the meeting is taking place For Sally enter Phone

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19. At Interpreter required, No

20. Select Save.

State: Before commencing any case it’s important to review the guidance for success.

Facilitator Note: Draw learners attention to the Guidance for success in the top left hand corner of the case.

21. In the Check-in case, select the Check-in tab.

22. Select Yes for Sally

23. At During this check-in, will you be supporting the participant and/or their family to prepare for an upcoming scheduled plan reassessment? Select No.

24. Select Next.

25. At Participant and Authorised representatives, select Sally’s name and select the arrow facing right to move the name over to the Attended box

26. Select Next.

27. Review the About Me information.

State: In this section we can make updates to a persons About Me. Remember it’s important for this to be in the participants own words.

28. Select Next

29. Demonstrate the goals screen.

Ask: Based on what we know about Sally can anyone think of a new goal she might want to add to her plan?

Field Answers

State: Sally might want to add that she wants to be able to take the bus by herself.

30. Select Update

31. In the Update Request Info screen at Update Requested by, select Participant

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32. At Update Reason, select person statement update
33. Select Next
34. Select New
35. For goal enter: I would like to be able to use the bus independently.
36. For how will I work towards this goal enter: I will work with my support team to develop my skills to manage money for the ticket price and learn where to get on and off so I don’t get lost. My family will help me practice.
37. Under this goal relates to select the boxes for daily life and social and community activities.
38. Select Save.
39. Select Save
40. Select Next
41. Display the ICM supports screen

State: We won’t make any updates for Sally in this section today.

42. Select Next
43. Review the Authorised Reps, Providers and Relationships tab to ensure the information is still current and correct. If any of these need to be updated it will need to be done outside of the check in case.
44. Select Next
45. On the budget and funded supports screen select No
46. Select Next
47. On the Changes in situation screen select Abilities and function
48. In the record strategies box enter: Functional capacity assessment received. Discussion with Sally on how to build her functional capacity using her current funded supports and utilizing community and mainstream supports.
49. Under is the participant likely to need their eligibility reassessed enter No
50. Select Next

Ask: From what we know about Sally are there any signs of risk?

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Field Answers

State: Based on the information we know about Sally there are not signs of risk

51. Select No
52. Select Next
53. From the Next Steps screen of the check-in case, select the relevant checkboxes. The checkboxes you select will automatically create the cases when you submit the check-in

State: We are selecting plan change case here because we have new information about Sally’s functional capacity.

Ask: If this were a real participant and we had just received a functional capacity assessment what other boxes might we select?

Answer: Complete personal and environment circumstance, Update functional capacity assessment, Complete SFOF. This is because we will have new information on the participants capacity which may change the answers to these questionnaires.

54. At are you scheduling the last check-in before a plan reassessment select No (this is because the question is referring to scheduled reassessments.)
55. Leave the default check in date for this demonstration.
56. Select next
57. At does the participant wish to receive a check in summary select no.
58. Select Next
59. Review information and select Submit
60. If you receive an error message indicating that you can’t progress due to tasks being open.
61. Select cancel
62. From the check in case select the Case Activity tab
63. Under the Activity History heading locate check in meeting
64. Select the drop down menu (arrow) on the right hand side

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• Select edit
• Change event stage to completed
• Select save
• Go back to the check-in tab
• Select submit

Table 2 — Version Control

Version	Description	Completed by	Date
1.0	First issue	KKL559
1.1	Links added, spaces	Kht002
1.2	Updated Slides	Amelia Se