For adults, families, and case managers reviewing training
How can we prepare for an IHS progress conversation?
Compare the current experience with the agreed goal and starting point. Bring specific observations, the person’s own view, and questions about what should continue or change. Progress may include a different kind of support or a better-fitting goal; a meeting should make the next decision clear.
Look beyond whether visits happened
Attendance tells you a visit occurred, but not what was practiced or whether the person found it useful. Ask for examples tied to the goal. Note the setting and support available so two observations are not compared as if they happened under identical conditions.
Keep interpretation separate from observation. “Chose the items using a written list” gives the team more to discuss than “did well.” Include the person’s explanation of what helped or felt difficult.
Ask whether the goal still matters
People’s priorities change. Ask whether the person still wants to work on this skill and whether the practice approach fits their life. If progress is unclear, discuss the opportunity to practice, communication, tools and goal size before assuming the person is not trying.
Use a review to identify a question for the provider or case manager, not to rewrite the authorized plan independently. A suggested change should have an owner and a way to confirm the decision.
Leave with a specific next step
Choose among continuing the approach, asking for an adjustment, or bringing the goal back for further review. Record who will respond and what remains pending. Consult the IHS service guidance where the question concerns the type of service rather than the practical teaching arrangement.
IHS goal-review notes
Download this editable worksheet, add your notes, and bring it to the relevant planning conversation. Leave unknown details blank and identify who can confirm them.
Download worksheet (.txt)- Goal under review
- What was the agreed goal and starting point?
- Observed example
- What happened, where, and with what tools or assistance?
- Person’s view
- What felt useful, difficult, or no longer important to them?
- Proposed adjustment
- What does the team want to discuss changing, and why?
- Decision and owner
- What is agreed, what is pending, and who will follow up?
An optional discussion tool, not an official assessment, authorization, service plan, or emergency plan. Keep completed copies private and share through an agreed channel.
Illustrative planning example
A person uses their checklist at home but finds it hard to use in a busy shop. The team records the difference in setting and asks what format would help. It does not label the skill mastered or failed based on one setting alone.
This example is invented to explain the worksheet; it is not a client story or a promised outcome.
Your next step
Bring these notes to the provider’s review conversation and include the case manager when authorization or service goals need reconsideration.
For a conversation with Clemens Health about your Twin Cities location, call (651) 354-1196 or send a referral. Service fit, authorization, and staffing need to be confirmed.
Minnesota resources
State resources explain program rules. The worksheet and examples are Clemens Health planning aids. Links were checked October 5, 2026; follow the current state guidance for eligibility and service questions.