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ROSI IEP — Inclusive Education

Software that gathers a child's whole intervention file in one place — screening, assessment, the individual education plan, a log of every session, progress over time and reports for parents — so you no longer keep each thing in a separate book.

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1Who it is for

  • Intervention teachers — those teaching the child directly: screening, assessment, writing the plan, logging each session, drafting reports, keeping the communication book. You see only the children in your own class, at the site you have selected.
  • Members of the "Early intervention team" — appointed by the board chair. They can do everything an intervention teacher can, and they see every included child at every site, without class or site limits.
  • School leadership (head · deputy head · chair · administrator) — approving assessments, sensory profiles, plans, parent reports and the school-readiness checklist; reading the satisfaction survey.
  • Specialists (speech, motor, psychology) — administering the standard instruments (M-CHAT-R/F, CARS-2, PEP-3, ADOS-2) and joining the intervention team.
  • Parents — signing in to the parent app to read approved reports, keep a home-practice diary, watch model videos, message the team and sign consent forms. They see only their own child.

2How to open it

  1. Open the address. If the device has not been approved, the software shows a waiting page.
  2. Name the device in "Name this device (so the chair can recognise it)" and press "Register & request approval".
  3. Tell the board chair to go to "School" → "Devices" and approve your device.
  4. For the very first device on a new installation there is nobody to approve it. The chair then opens "I am the board chair — approve the first device with the setup code" below the waiting page, enters the setup code and presses "Approve this device". That code works once only.

3Everyday tasks

Adding a child to the inclusion list

  1. Go to "Children" → "Classes & pupils".
  2. Find the child in the list and open their record for editing (or press "+ Add pupil" if they are not there yet).
  3. Fill in the basics: "Full name", "Date of birth", "Sex", "Class".
  4. Fill in "Father" / "Father's phone" and "Mother" / "Mother's phone" — that phone number is the parent's login, so it must be right.
  5. Scroll down and tick "💙 Included child" (the hint below reads: "Tick if this child is in inclusive education (needs additional support)").
  6. Press "Save changes".
  7. Go back to "🧩 Early intervention" — the child's card is now there, with a "➕ Draft a report" button and a "File" button.

A child only appears in the intervention section once their record is marked. Until then every intervention screen reports "No included children at the selected site".

Recording medical documents issued by a hospital

  1. From the intervention grid, press "🏥 Medical file".
  2. Find the child and press "➕" (or "📂 Open file" then "➕ Add document").
  3. Choose the "Document type": "🔬 Specialist diagnosis", "📄 Examination / assessment findings", "🎫 Certificate of disability", "💊 Current prescription", "🧑‍⚕️ Therapy referral (speech, motor, psychology…)" or "📎 Other medical document".
  4. Fill in "Examination / issue date", "Valid until" (if any), "Document / file number", "Issuing medical facility", "Doctor / specialist signing".
  5. In "The doctor's findings, word for word": copy exactly what is written on the paper, including any diagnostic codes. Do not summarise, do not interpret, do not add your own comment.
  6. "Type of disability" and "Degree": fill these in only if the document states them. If not, leave "— Not stated on the document —".
  7. Attach a photograph or scan under "Photograph / scan of the document" (image or PDF, up to 25 MB each, at most 10 files at a time).
  8. Press "💾 Save".

This screen is only for transcribing medical documents, not for a teacher's own observations.

Developmental screening and the initial assessment

  1. From the intervention grid, press "🔎 Developmental screening".
  2. Find the child and press "🔎 Screen". The software picks the question set for the child's age band (5 bands: 12–23, 24–35, 36–47, 48–59, 60–72 months; 20 questions each in 6 groups).
  3. Answer them all (best done with the parent present), then press "💾 Save & see the result".
  4. Back on the grid, press "📝 Initial assessment".
  5. Press "➕ Assess" on the child's card. Record the developmental age in each area, together with strengths, difficulties and interests.
  6. Save it as a draft if it is unfinished; when it is complete, send it to the leadership for approval.
  7. Once there is a result, open "🧭 Suggested plan goals" so the software can propose priority goals, then press "📋 Copy the selected codes" to paste them into the plan.

Screening is the quick way in; the initial assessment is the background picture the plan is built on.

Scoring the sensory profile and the standard instruments

  1. From the intervention grid, press "🖐️ Sensory profile".
  2. Press "➕ Create profile" on the child's card and score the 8 sensory systems.
  3. Save it; the profile goes through the leadership's approval step, like the initial assessment.
  4. For cases needing a deeper file: back on the grid, press "🧮 Standard instruments" (the screen is titled "🧮 Standard assessment instruments").
  5. On the child's card choose the instrument: "🖩 M-CHAT", "📋 CARS-2", "🧩 PEP-3" or "🔬 ADOS-2".
  6. When scored, review the record with the "View" button in the results table below.
Only someone with the matching certification should administer the instruments in steps 4–6. Screening (task 3) and the standard instruments are not both required.

Writing the individual education plan (IEP)

  1. From the intervention grid, press "🎯 Plan & session log".
  2. Press "➕ Create plan" on the child's card.
  3. Set the period: "From", "To", "School year", and the list of people involved in the team box (lead teacher, speech, psychology, parents…).
  4. Fill in the description: current abilities (across 5 areas: motor · language and communication · social and emotional · cognitive · self-care), needs (what the child can do with support) and notes on their individual characteristics.
  5. Fill in the broad goals: for the year, term 1, term 2 and the summer.
  6. Add each specific goal with "➕ Add goal". For each one choose a "Goal bank" entry (or "— write my own —"), the "Area", the "Technique" and the "Status", then write out the measurable parts: "Conditions", "Observable behaviour", "Criterion" (for example 8 out of 10 trials × 3 sessions), "Deadline", "How it is measured".
  7. Record "Who does it" and "The steps" for each goal, so that someone teaching in your place still does it the same way.
  8. Press "💾 Save draft" while you are still editing, or "📤 Send to leadership" when it is finished. Anyone with approval rights sees "📤 Save & approve" instead of the send button.

Logging each intervention session

  1. Go to "🎯 Plan & session log" and open the child's current plan with "📂 Open plan".
  2. Press the session button — the screen that opens is titled "📝 Record session data".
  3. Choose the "Session date" and the "Format": "One-to-one" or "Small group".
  4. Write the "Session notes": how the child was today, anything unusual (little sleep, unwell, a different teacher…).
  5. For each goal, score each trial, choose the level of prompting used, and record the "Reinforcer used" (bubbles, praise, tickling) together with "Goal notes".
  6. Press "💾 Save session". Write it up straight after the session, not from memory at the weekend.

This is the daily task, and the source of the figures behind every later chart.

Following progress over time

  1. From the intervention grid, press "📊 Compare progress" (the screen "📊 Progress over time").
  2. Choose the child — the software draws a timeline and a developmental-age chart from the assessments and session data.
  3. Compare it with the goals in the plan: raise the level of goals that have been met; break down or lower the criterion for goals that have stalled, then update the adjustments section of the plan.
  4. Open "🛰️ Care radar" weekly — it flags the children who need attention, so a quiet case is not overlooked.
  5. At the end of a week or month, open "📈 Bulletin & next period plan" and choose "📰 Weekly bulletin" or "🗓️ Monthly".
  6. Read the "🗒️ Draft plan for next period" the software puts together, edit it to say what you mean, press "💾 Save the edit" and then "✅ Finalise the plan". Even once finalised you can reopen it with "✏️ Reopen for editing".

Drafting and approving the report for parents

  1. From the intervention grid (or from the child's file), press "➕ Draft a report". The screen is titled "📝 Draft an intervention report".
  2. Choose the period: "Monthly" or "Quarterly".
  3. In the goals table press "➕ Add goal" for each row, choose the area and score the outcome: "✓ Achieved (independently)", "≈ Needs support" or "— Not yet".
  4. Write the narrative comment. If you want warmer wording, press "✨ Rewrite warmly (AI)" — it keeps the figures unchanged and adds no diagnostic labels, but you must still read it through and edit it before sending.
  5. Fill in the next-period plan table ("➕ Add row") and the home-practice table ("➕ Add exercise").
  6. Press "💾 Save draft" to keep it, or "📤 Send to leadership" when finished.
  7. The leadership go to "📥 Awaiting approval" in the top right of the "🧩 Early intervention" screen and press "Review & approve". The status follows a fixed chain: Draft → Awaiting approval → Sent to parents (or Returned if it needs work).
  8. Only after approval can a parent read the report in the parent app.

Using the standard forms and the document library

  1. "🔐 Consent form (BM-03)" — records the parent's consent to filming, photography and sharing the file. Complete it before posting any photograph or video of the child.
  2. "🚸 Drop-off & pick-up" (BM-06) — records the time and who brought or collected the child, linked directly to the register.
  3. "🩹 Health" (BM-07) — the daily log of fevers, medicines and injuries, with a fever flag. Quite different from "🏥 Medical file" in task 2 (legal documents issued by a hospital).
  4. "👩‍🏫 Teacher training & observation" (BM-11), "🛡️ Site safety" (BM-12), "⚠️ Incident form" (BM-13) — incidents must be reported to the family within 24 hours, and the report recorded.
  5. "📊 Satisfaction survey" (BM-14) — an anonymous parent survey, every six months.
  6. For reference material, open "📖 Document library" (the "📖 Early intervention document library" — curricula, forms and screening sets, all downloadable), "📚 Behaviour management shelf" (18 short handbooks whose links can be sent to parents) and "📕 Flip book: 250 activities".
  7. If a particular screen puzzles you, press "📘 User guide" in the top right of the "🧩 Early intervention" screen — there is a web version, a PDF to print and a .docx to edit.

Every operational form (the BM codes) has its own screen in the grid; none of them needs printing separately.

4Tips and common problems

  • No children showing? Two causes, in order: (1) the child's record is not ticked "💙 Included child"; (2) you are at a different site — change the selected site at the top of the page.
  • Two teachers with the same job title seeing different things is by design. A member of the "Early intervention team" sees every included child at every site; someone outside the team sees only their own class at the selected site. The chair and administrator always count as team members.
  • Do not confuse the two health screens. "🏥 Medical file" holds legal documents issued by a hospital — transcribed word for word. "🩹 Health" is the daily log of health incidents. The school's own observations belong in "📝 Initial assessment".
  • The software does not diagnose and does not label children. Every screen describes observable skills and behaviour. Diagnosis is a medical responsibility.
  • AI only drafts; a person still signs. The "✨ Rewrite warmly (AI)" button, the next-period draft plan, "🆘 Crisis assistant", the automatic answers to parents in "💙 Ask the team" and the draft social stories — all of them pass a human's eye before reaching a family. The chain Draft → leadership approval → parent reads has no shortcut.
  • Log the session straight afterwards. The progress charts, the care radar and the monthly report all take their figures from it; written up from memory at the weekend, those figures are no longer usable.
  • Get the parents' phone numbers right. The parent account is tied to that number; enter it wrongly and the parent cannot sign in and receives no reports.

5Frequently asked questions

Do I need to do the screening or the standard instruments?

Not both. Screening is the quick way in (20 questions, about 10 minutes) to see whether to go deeper. The standard instruments (M-CHAT-R/F, CARS-2, PEP-3, ADOS-2) are for cases needing a deeper file and require a certified administrator. Every child must have an initial assessment, a plan and a report for parents.

What can parents see?

Only their own child, and only what has been approved. The parent app has "💙 Ask the team · RosiAI", "🆘 My child is in crisis", "🎬 Model videos", "💬 Q&A and handling behaviour", "📖 Social stories — 30 stories", "🗂️ Visual communication" and "🏠 Home practice diary". A report still marked Draft or Awaiting approval is invisible to parents.

The "✨ Rewrite warmly (AI)" button does nothing.

Most likely no API key has been loaded. Someone with chair or administrator rights goes to "School" → "⚙️ System settings", pastes the key into the API key box and presses "💾 Save key". Without a key, everything with AI in it still opens but runs without AI — you write it yourself.

What if I change computer or phone?

The new device has to be approved again. Open the address, name the device, press "Register & request approval", then ask the board chair to approve it under "Devices". The setup code is only for the very first device of a new installation.

If a child moves to another site, is the intervention file lost?

No. The file belongs to the child's record, not to a site. But a teacher outside the intervention team at the old site can no longer open it — only team members see across sites.