early lap information document - kaplan co · assessment practices. computer assisted technology:...

© 2010 Red‐e Set Grow, LLC

Early LAP


Table of Contents Overview ................................................................................................................................................... 3

Computer assisted technology: ................................................................................................................ 3

Features and Benefits of LAP Electronic Products: ................................................................................... 4

Secure and Reliable ............................................................................................................................... 4

Quick and Easy ...................................................................................................................................... 4

Reporting .............................................................................................................................................. 4

Lesson Planning ..................................................................................................................................... 4

Reporting using Computer assisted technology: ...................................................................................... 5

Child Reports: ........................................................................................................................................ 5

Child Report: ......................................................................................................................................... 5

Child Language Development Report: .................................................................................................. 6

Child Profile Report: .............................................................................................................................. 6

Other Child Reports: ............................................................................................................................. 6

Teacher/Classroom Reports: ................................................................................................................ 7

Classroom Report: ................................................................................................................................. 8

Site and Agency (Program) Reports: ..................................................................................................... 8

Evaluation and Planning Report: ........................................................................................................... 9

Sample Reports: ........................................................................................................................................ 9


Overview The Early Learning Accomplishment Profile (E‐LAP) provides a systematic method for observing the skill development of children functioning in the birth to 36 month age‐range. The purpose of this criterion‐referenced assessment is to assist teachers, caseworkers, clinicians, and parents in assessing individual development. The Early LAP contains a hierarchy of 414 developmental skills arranged in chronological sequence in six domains of development:

gross motor (90 items) Infants and toddlers fine motor (73 items) cognition (105 items) language (59 items) self‐help (49 items) social‐emotional (38 items)

The results of the E‐LAP provide a complete picture of a child’s developmental progress so that

individualized, developmentally appropriate, activities can be planned, implemented and monitored.

This assessment can be used with any infant and toddler, including children with disabilities who are

functioning below the 36‐month age range. The E‐LAP is not a “normed” or “standardized” instrument,

so, therefore, its results should not be used in isolation to determine eligibility for special services or for

other purposes that require standardized instruments. However, E‐LAP results are often used in

combination with standardized instruments to determine developmental levels of functioning and

eligibility for special services. Professionals often choose the E‐LAP because it gives a much more

complete assessment of a child’s acquired skills and emerging skills than most standardized instruments.

The Early LAP may be administered at specified checkpoints (e.g. beginning‐, middle‐, and end‐of‐year)

and/or used for ongoing observation.

Early LAP results can be applied in the following ways:

To provide individual skill development information for planning developmentally appropriate activities.

To provide supporting documentation of individual skill development for children with potential developmental delays or specific disabilities.

To communicate with families or interventionist involved in the child’s care. To train teachers, paraprofessionals, clinicians, and parents on developmentally appropriate

assessment practices.

Computer assisted technology: The Early LAP CSA is designed to work in conjunction with the Early LAP Assessment and provides tools

for creating classrooms, entering child information, entering checkpoint results and generating reports.

The CD‐ROM version of the software is perfect for small programs or those programs without internet

access. The web version of the software is designed to help programs aggregate data across multiple

classrooms and/or sites, and provides immediate access to data from any PC based computer with

access to the internet. The Early LAP CSA helps teachers, case workers, families, and administrators’


document and track child progress, supports effective communication of child progress and

documented child goals, plan individualized instruction, plan group strategies that work with your

curriculum, and plan and monitor progress towards program goals and objectives. Raw scores and

approximate developmental age‐range scores are automatically calculated for each of the 6 domains

based on individual item scores entered.

Features and Benefits of LAP Electronic Products:

Secure and Reliable

LAP Electronic products are designed to work in conjunction with the LAP products already used in the classroom.

User ID and password security determines who has access to the software application, what data the user can access, and what functionality the user has.

The CSA and MSA automatically verify that a valid basal and ceiling are achieved in each domain or subscale before the user is allowed to save data eliminating invalid assessments.

The CSA and MSA both calculate the child’s chronological age as of the checkpoint date guiding the user where to start in each domain.

Scores are automatically calculated upon completion of each domain.

Quick and Easy

Child data may be entered into the computer or imported using the LAP Import module (web only and requires the user to export data into an excel spreadsheet for importing).

Administrative users can transfer children between classrooms and sites as the family moves. All data associated with the child travels with the child and may be accessed by the child’s new teacher.

Using multiple LAP products only requires a single log in; teachers can switch between licensed LAP products from within the application.

Users with CD‐ROM applications can consolidate data using the data consolidation feature for running site and program reports.

Reporting

Reports are available at the child, classroom, site and program levels.

Generate reports based on a single checkpoint or compare multiple checkpoints to monitor child progress.

Administrators can build their own report using the Evaluation and Planning Tool selecting exactly what information they want to see in the report.

Lesson Planning

Use reports and on‐line activities to create individualized or group activities based on each child’s needs.

Document child progress using the anecdotal notes section.

Update child progress using the on‐going feature of the Early LAP.

Determine emerging skills using child and classroom reports.


Reporting using Computer assisted technology:

Child Reports:

Child reports are broken into two categories – Period reports (reports that only include the most recent

checkpoint results) and Date‐Range (DR) Reports (reports that include the most recent assessment

results by checkpoint (i.e. Beginning, Mid‐Year, Ongoing, End of Year) for the selected date range. The

following table lists each of the Child Reports and report characteristics.

Table: Child Reports

Report Name Type Graph #

#

Comparative Beginning

Results

Mid-Year

Results

Ongoing

Results

End of Year

Results

All Scores Summary DR N Y Y Y Y N Y

Child Report DR Y Y Y Y Y Y Y

Child Language

Development Report DR Y Y Y Y Y Y Y

Report to Parent –

English Period N N N (1) (1) (1) (1)

Report to Parent –

Spanish Period N N N (1) (1) (1) (1)

Summary of Results

and Comments Period N N N (1) (1) (1) (1)

Individual Objectives

by Domain Period N N N (1) (1) (1) (1)

Guide for

Developing IFSP

Objectives

Period N N N (1) (1) (1) (1)

Approximate

Developmental Age

by Domain

DR Y N Y Y Y N Y

Child Profile Report DR Y N Y Y Y N Y

(1) Report includes the latest checkpoint by date information.

The following pages include information about reports that use graphs and how to interpret report data.

Child Report:

The Child Report graphs the child’s progress in each of the 6 Domains and compares the child’s

development at the beginning of the year versus the child’s development at each additional checkpoint

during the year.


Graphs in the child report are based on the child’s raw score (the net number of mastered milestones in

each domain) and show the child’s progress by drawing a vertical bar for each checkpoint representing

the raw score in that domain verses the total number of potential items for that domain. Approximate

Developmental Age scores are calculated for each domain.

Child Language Development Report:

The Child Language Development Report includes graphs representing the child’s progress in language

acquisition (Receptive and Expressive Communication Skills). At the beginning of each graph a legend

describes the individual developmental milestones measured and included in each graph. The Receptive

and Expressive Communication graphs are derived from the Child’s Results in the Language Domain.

Inside the Teacher’s Manual beside each developmental skill in the Language Domain an (R), (E), (R, E) or

(E, R) is listed. Developmental items with an R measure a child’s receptive language skills, items with an

E measure a child’s expressive language skills and items with an (R,E) or an (E,R) measure both Receptive

and Expressive Language skills. When both skills are listed the first letter represents the more dominant

skill of the two. Results are expressed as a percentage of individual milestones the child has achieved

when compared to the total potential number of milestones.

Child Profile Report:

The Child Profile report is the only report not accessed through the Reports/Child Reports menu option.

The Child Profile Report is accessed through the Assessment Summary Screen and is generated by

selecting up to three individual checkpoints (not including ongoing type assessments). Results are

shown graphically for each domain with separate lines displayed horizontally across the page represent

items the child has mastered and emerging skills for each checkpoint selected for each completed

domain. This report can include checkpoints that span across multiple program years.

The following table list other reports not previously discussed and including the type of information

each report includes and how the report can be used.

Other Child Reports: Report Name Comments

All Scores Summary

A listing of the raw score for each domain completed for each assessment included. The All Scores Summary Report includes the most recent checkpoint (Beginning of Year, Mid-Year, End of Year) completed during the reporting period.

Report to Parent (English and/or Spanish)

List the Mastered and Emerging Skills for each domain completed base on the most recent assessment.


Report Name Comments

Summary of Results and Comments

A hard copy of the most recent assessment results including items scored and any comments included at the item level. Results are listed by domain.

Individual Objectives by Domain

A listing of emerging skills in each domain completed based on the most recent assessment.

Planning Form for Individualized Family Service

Plan

A listing of the child’s emerging skills, strengths and other needs to be used as a guide for participating in the IFSP meeting.

Teacher/Classroom Reports:

Classroom Reports aggregate the information on all children currently enrolled in the classroom. If a

child is removed from a classroom, that child’s assessment results are not included in the classroom

results in any future reports after the date the child is removed. With the exception of one report (the

Starting Point Report) all Classroom Reports are Date‐Range Reports. The following table lists each of

the Classroom Reports and report characteristics.

Table: Classroom Reports


#


Results

Mid-Year

Results

Ongoing

Results

End of Year

Results

Class Grouping by E-

LAP Item DR N N N Y Y N Y

Classroom Report DR Y Y Y Y Y Y Y

Language

Development Report DR Y Y Y Y Y N Y

Starting Point Report Period N N N N N N N

Raw Score Summary

by Domain DR N Y Y Y Y Y Y

Approximate

Developmental Age

by Domain

DR N Y Y Y Y N Y


Classroom Report:

The Classroom Report graphs each child’s progress in each of the 6 Domains in the Early LAP. Graphic

symbols are used to denote which items the child has mastered based on the Beginning of Year

Checkpoint Results and which items have been mastered by the child based on subsequent updates.

Each child is listed across the top of the page with the developmental milestones listed down the left

hand side of the grid and individual boxes for each child’s information. Developmental skills that are

emerging are denoted by an “E” in the appropriate square. A separate page(s) is printed for each of the

six domains.

Other Classroom Reports:

Report Name Comments

Class Grouping by E-LAP Item

A listing of the emerging skills by domain based on the most recent assessment for each child in the class. Children’s names are aggregated by developmental skill.

Language Development Report A summary report showing progress overtime for children in receptive and expressive language skills.

Starting Point Report

A report to be used for determining the starting point for each domain when a basal and ceiling are to be established. This report should not be used when updating previously completed assessments.

Raw Score Summary by Domain

Raw score summary by domain for each child in the classroom. List the most recent assessment completed by checkpoint (Beginning of Year, Mid-Year and End of Year).

Approximate Developmental Age by Domain

A summary of each child’s approximate developmental age score in each of the 6 domains for each assessment completed during the designated checkpoint.

Site and Agency (Program) Reports:

Site and Agency Reports represent the final type of reports available in the Early LAP software program.

To run these reports the user must have administrative privileges or agency administrative privileges.

The following table lists each of the Site and Agency (Program) Reports and the report characteristics.


Table: Site/Agency (Program) Reports


#


Results

Mid-Year

Results

Ongoing

Results

End of Year

Results

Site Language

Development Report DR Y Y Y Y Y N Y

Evaluation and

Planning DR Y Y Y Y Y N Y

Evaluation and Planning Report:

The Evaluation and Planning Report enables the user to decide how much or how little information is

included in the report and what format to use when displaying the data. The report can be generated at

the Classroom, or Site levels and checkpoint results can be aggregated and reported based on Early LAP

Domains. Users decide which sites, classrooms and domains are included in the report. After selecting

the reporting format, User’s can decide which children are included in the report. Some of the variables

available include:

Gender Language

Ethnicity Disability

Child date of birth Only children with selected checkpoints

Family demographics Child User Defined Fields

Family User Defined Fields Classroom User Defined Fields

Teacher User Defined Fields

When generated the report is expressed in terms of numbers and graphical representation. Graphs are

segmented by domains with separate entries for each entity (classroom or site) included in the report.

Numerical information includes the number of entities included (children if classroom, classrooms if site,

sites if program) the percentage and number breakdown of male and female children, and finally the

high, low and average percentages for each checkpoint period (beginning, mid‐year or end of year)

included in the report. Since the Evaluation and Planning report is a date range report only the latest

assessment for each checkpoint (Beginning, Mid‐Year, and End of Year) is included for reporting

purposes. Graphs are included for each checkpoint period average.

Sample Reports: The following pages include the following sample reports from the Early LAP CSA.

Family Report

Individual Learning Objective by Domain

Child Report

Planning Form for Individualized Family Service Plan (IFSP)

Report for the Family of Veronica Flores Date of Report: 11/19/2010Page 1 of 3

Purpose: Report to parents of the child's development listing mastered skills and skills ready to be learned.

We have recently completed an assessment of your child's developmental skills. Please recognize thatthere are no right or wrong answers, as each child develops at their own pace. This simply helps usunderstand what milestones Veronica has mastered and what are emerging skills that we can help her withby planning appropriate activities.

Child's Name: Veronica Flores

Date of Birth: 12/19/2006

Teacher Name:

School Name:

Roger Foster

A TCA Site

Your Child has mastered the following skills:

Gross Motor: (GM) Mastered Skills

Walks Up And Down Stairs, Alternating Feet

Hops On One Foot-- 2 Or More Hops

Stands Up From Supine

Walks Backwards

Jumps From Bottom Step

Fine Motor: (FM) Mastered Skills

Holds Pencil with Thumb and Forefinger Instead of Fist

Builds Tower of 8 Cubes

Makes Train of Cubes

Turn Pages of Book Singly

Imitates Circular Stoke

Cognitive: (CG) Mastered Skills

Repeats 2 Digits

Makes Train of Cubes

Understands 2 Prepositions

Hands Objects Similar To a Familiar Sample

Points To 4 Body Parts

Language: (LN) Mastered Skills

Speaks 50 Or More Words

Understands 2 Prepositions

Points To 4 Body Parts

Copyright © 2004 by Red-e Set Grow, LLC. All rights reserved.

Date of Report: 11/19/2010Page 2 of 3



Teacher Name:

School Name:

Roger Foster

A TCA Site

Language: (LN) Mastered Skills

Uses Pronouns--I, You, Me--Not Always Correctly

Points To 5 Pictures When Asked To Do So

Self-help: (SH) Mastered Skills

Squats, Holds Self, Or Verbalizes Toilet Needs

Puts Shoes On Part Way

Replaces Some Objects Where They Belong

Steps Upstairs With Hand On Rail

Creeps Backward Down Stairs

Social/Emotional: (SE) Mastered Skills

Names Or Points To Self In Photograph

Inflexible And Rigid In Behavior

Enjoys Role-Playing; Wraps Up Doll And Puts To Bed

Begins to Claim And Defend Ownership Of Personal Things

Temper Tantrums Are Common

Your Child is ready to learn the following skills:

Gross Motor: (GM) Emerging Skills

Balances On One Foot

Fine Motor: (FM) Emerging Skills

Adapts to Reversal of Formboard in 4 Trials

Imitates Drawing Vertical Lines, Horizontal Line, and Circle

Imitates Cross

Builds Tower of 10 Cubes

Cognitive: (CG) Emerging Skills

Adapts To Reversal Of Formboard In 4 Trials

Imitates Drawing Vertical Line, Horizontal Line, and Circle

Understands Size Differences

Shows Or Tells Use Of One Or More Familiar Objects On Request

Date of Report: 11/19/2010Page 3 of 3



Teacher Name:

School Name:

Roger Foster

A TCA Site

Language: (LN) Emerging Skills

Uses Plurals

Shows Or Tells Use Of One Or More Familar Objects On Request

Names Or Identifies Objects By Use

Self-Help: (SH) Emerging Skills

Unzips Zippers

Unwraps Candy

Takes Off Clothes, With Help On Buttons

Pulls Off And On Pants Or Shorts

Social/Emotional: (SE) Emerging Skills

Parallel Play Predominates

Initiates Own Play Activities

Begins "Associative Play" Activities

Plays Simple Group Games (i.e., "Ring Around The Rosey") With AdultHelp (Cooperative Play)

Joins In Nursery Rhymes And Songs



Disability:

Teacher's Name:

Date of Report:

Page 1 of 2

Roger Foster

Site/Agency: A TCA Site

Date of Test: 01/25/2009 Chronological Age: 25 Months

11/19/2010

Roger's Training

Purpose: Individual learning objectives based on the most current E-LAP assessment results

Individual Learning Objectives

DevelopmentalMilestones Item

DevAge

(Items missed on the most current E-LAP Assessment)

Gross Motor

Balances On One Foot GM90 36

Fine Motor

Adapts to Reversal of Formboard in 4 Trials FM61 24

Imitates Drawing Vertical Lines, Horizontal Line, and Circle FM64 27

Imitates Cross FM67 30

Builds Tower of 10 Cubes FM68 33

Cognitive

Adapts To Reversal Of Formboard In 4 Trials CG80 24

Imitates Drawing Vertical Line, Horizontal Line, and Circle CG84 27

Understands Size Differences CG86 27

Shows Or Tells Use Of One Or More Familiar Objects On Request CG87 30

Language

Uses Plurals LN49 30

Shows Or Tells Use Of One Or More Familar Objects On Request LN50 30

Names Or Identifies Objects By Use LN51 30

Self-help

Unzips Zippers SH25 18

Unwraps Candy SH32 22

Takes Off Clothes, With Help On Buttons SH34 24

Pulls Off And On Pants Or Shorts SH35 24

Copyright (c) 2006 by Red-e Set Grow, LLC. All rights Reserved.



Disability:

Teacher's Name:

Date of Report:

Page 2 of 2

Roger Foster

Site/Agency: A TCA Site

Date of Test: 01/25/2009 Chronological Age: 25 Months

11/19/2010

Roger's Training

Purpose: Individual learning objectives based on the most current E-LAP assessment results

Individual Learning Objectives

DevelopmentalMilestones Item

DevAge

(Items missed on the most current E-LAP Assessment)

Social/Emotional

Parallel Play Predominates SE27 18

Initiates Own Play Activities SE30 24

Begins "Associative Play" Activities SE33 33

Plays Simple Group Games (i.e., "Ring Around The Rosey") With Adult Help (Cooperative Play) SE35 36

Joins In Nursery Rhymes And Songs SE36 36

E-LAP Child Report for Caleb CarpenterReport Date:

Page 1 of 8

Agency Name: Roger's Training

School Name: A TCA Site

Child Report for Caleb Carpenter

08/01/2010 through 09/30/2010

11/19/2010

Based on Results From the E-LAP Assessment

Includes Assessments from:

Child's Chronological Age as of latest Assessment:

Beginning: Mid-Year: Ongoing: End of Year:X

21

X X

months

E-LAP Child Report for Caleb Carpenter Report Date: 11/19/2010

Page 2 of 8

The Early Learning Accomplishment Profile - (E-LAP) provides a systematic methodfor ongoing observation and assessment of children's existing skills in six developmental domains(Gross Motor, Fine Motor, Cognitive, Language, Self-Help, and Social-Emotional). The E-LAPis designed to assess children who are functioning in the Newborn - 36 month old range. The purpose of thiscriterion-referenced assessment is to assist parents, teachers, and program specialists and administrators inassessing the developmental progress of individual children and groups of children so that individualized,developmentally appropriate learning environments and activities can be planned and implemented. Useof the E-LAP will contribute to:

1. Ongoiong assessment of children's developmental skill levels at any time during the program year (e.g., beginning, mid-point, end).2. Planning developmentall appropriate curriculum for individuals and groups.3. Measuring child outcomes, i.e., the progress and accomplishments of children over time.4. Facilitating program self-assessment and strategic planning.

E-LAP Assessment Reports

The Individual Child Reports provide teachers and parents with visual representations of the skill developmentof a specific child. The Reports enable teachers and parents to:

1. Monitor the developmental progress of individual children in all of the E-LAP domians.2. Plan learning environments and activities appropriate for children's strngths and needs.3. Identify children who may require special assistance.

The following six graphs represent the progress of Caleb Carpenter's in each domain of the E-LAP between 08/01/2010and 09/30/2010. It illustrates his raw score in each domain. The graph represents the raw score as a percentage of themaximium raw score possible for the domain.


Page 3 of 8

Date of Assessment

Domain: Gross Motor

Raw Score

HighestPotentialRaw ScoreGain

Time ofYear

ApproximateDevelopmental Age

The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Gross Motor domain for eachassessment completed.

08/26/2010 Beginning 77 1890

08/31/2010 Mid-year 81 21904

09/07/2010 End-year 84 24903


Page 4 of 8

Date of Assessment

Domain: Fine Motor

Raw Score


Time ofYear


The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Fine Motor domain for each assessmentcompleted.

08/26/2010 Beginning 68 3373

08/31/2010 Mid-year 72 36734

09/07/2010 End-year 72 36730


Page 5 of 8

Date of Assessment

Domain: Cognitive

Raw Score


Time ofYear


The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Cognitive domain for each assessmentcompleted.

08/26/2010 Beginning 80 24105

08/31/2010 Mid-year 86 271056

09/07/2010 End-year 0105


Page 6 of 8

Date of Assessment

Domain: Language

Raw Score


Time ofYear


The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Language domain for each assessmentcompleted.

08/26/2010 Beginning 39 2159

08/31/2010 Mid-year 42 24593

09/07/2010 End-year 059


Page 7 of 8

Date of Assessment

Domain: Self-help

Raw Score


Time ofYear


The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Self-help domain for each assessmentcompleted.

08/26/2010 Beginning 0 049

08/31/2010 Mid-year 3 7493

09/07/2010 End-year 049


Page 8 of 8

Date of Assessment

Domain: Social/Emotional

Raw Score


Time ofYear


The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Social/Emotional domain for eachassessment completed.

08/26/2010 Beginning 37 3638

08/31/2010 Mid-year 38 36381

09/07/2010 End-year 038

Date: 11/19/2010 Classroom Name: Roger Foster's EHS

IFSP

Identifying Information Name of child (last, first) Flores, Veronica

Child's nickname:

Child identification number: Date of birth: Chronological / adjusted age: Gender: 12/19/2006 Female

Family's primary language / mode of communication:

Roger's Training identifcation number:

Child's primary language / mode of communication:

Type of representative (check one): English

Name of representative(s): Parent Guardian Foster parent Surrogate parent

Address (number and street):

City / State: ZIP code: County:

Work telephone number: Home telephone number:

Cellular telephone number: Email address:

Service Coordination Information Name of service coordinator: Name of agency:

Roger's Training Telephone number(s): Fax number:

(336) 777-0075

3562 Spangenberg

Address (number and street):

City / State:

Clemmons , NC

Zip code:

27012

Planning Form for Individualized Family Service Plan (IFSP)

Page 1 of 10

Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:________

Domain(Person/Date)

Statement of Child's Current Level of Performance.Provide the Raw Score and Approximate Developmental Age Equivalent.Check if evaluation is recommended.

PhysicalDevelopment

Date 01/25/2009

Fine Motor Gross Motor

Raw Score Raw ScoreAE AE

Evaluation Recommended:

Examiner: AlmaQuintanilla 64 368927

Adaptive

Examiner: AlmaQuintanillaDate 01/25/2009

Raw Score AE


31 22

Cognitive


Raw Score AE


83 27

Communication


Raw Score AE


48 24

Social


Raw Score AE


31 24

Hearing Screen Date: __________ Screener: _______________________________________

Vision Screen Date: __________ Screener: _______________________________________

Dental Screen Date: __________ Screener: _______________________________________

Medical Screen Date: __________ Screener: _______________________________________

mos. mos.

mos.

mos.

mos.

mos.

Page 2 of 10


Physical Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:

How we will evaluate progress. By When?

Strengths: Needs:30 mos. Holds Pencil with Thumb and Forefinger Instead of

Fist

30 mos. Builds Tower of 8 Cubes

27 mos. Makes Train of Cubes

24 mos. Turn Pages of Book Singly

24 mos. Imitates Circular Stoke

33 mos. Builds Tower of 10 Cubes

30 mos. Imitates Cross

27 mos. Imitates Drawing Vertical Lines,Horizontal Line, and Circle

24 mos. Adapts to Reversal of Formboardin 4 Trials

36 mos. Walks Up And Down Stairs, Alternating Feet

36 mos. Hops On One Foot-- 2 Or More Hops

30 mos. Stands Up From Supine

28 mos. Walks Backwards

24 mos. Jumps From Bottom Step

36 mos. Balances On One Foot

Page 3 of 10


Adaptive Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:


Strengths: Needs:24 mos. Squats, Holds Self, Or Verbalizes Toilet Needs

22 mos. Puts Shoes On Part Way

21 mos. Replaces Some Objects Where They Belong

21 mos. Steps Upstairs With Hand On Rail

21 mos. Creeps Backward Down Stairs

24 mos. Pulls Off And On Pants Or Shorts

24 mos. Takes Off Clothes, With Help OnButtons

22 mos. Unwraps Candy

18 mos. Unzips Zippers

Page 4 of 10


Cognitive Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:


Strengths: Needs:27 mos. Repeats 2 Digits

27 mos. Makes Train of Cubes

24 mos. Understands 2 Prepositions

24 mos. Hands Objects Similar To a Familiar Sample

24 mos. Points To 4 Body Parts

30 mos. Shows Or Tells Use Of One OrMore Familiar Objects OnRequest

27 mos. Understands Size Differences

27 mos. Imitates Drawing Vertical Line,Horizontal Line, and Circle

24 mos. Adapts To Reversal OfFormboard In 4 Trials

Page 5 of 10


Communication Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:


Strengths: Needs:24 mos. Speaks 50 Or More Words

24 mos. Understands 2 Prepositions

24 mos. Points To 4 Body Parts

24 mos. Uses Pronouns--I, You, Me--Not Always Correctly

24 mos. Points To 5 Pictures When Asked To Do So

30 mos. Names Or Identifies Objects ByUse

30 mos. Shows Or Tells Use Of One OrMore Familar Objects OnRequest

30 mos. Uses Plurals

Page 6 of 10


Social Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:


Strengths: Needs:33 mos. Names Or Points To Self In Photograph

28 mos. Inflexible And Rigid In Behavior

24 mos. Enjoys Role-Playing; Wraps Up Doll And Puts To Bed

24 mos. Begins to Claim And Defend Ownership Of PersonalThings

18 mos. Temper Tantrums Are Common

36 mos. Joins In Nursery Rhymes AndSongs

36 mos. Plays Simple Group Games (i.e.,"Ring Around The Rosey") WithAdult Help (Cooperative Play)

33 mos. Begins "Associative Play"Activities

24 mos. Initiates Own Play Activities

18 mos. Parallel Play Predominates

Page 7 of 10

Natural Settings / Environments


Federal statute requires that early intervention services be provided in natural environments and may only be provided inother settings when services cannot be achieved satisfactorily in the natural environment. Please complete the followingsection. If a Family Interview has been completed within the past 30 days, please utilize the Family Interview information.

Please check the following peoplethat are involved in your child's careand check those you would likeincluded in your child's services:

Pleaseinvolve

Mother

Father

Step parents

Foster parents

Grandparents

Other caregiver

Childcare provider

My child is able to complete the followingroutines successfully and independently.

Yes WithHelp

I wouldlike help

Get up in themorning

Dressing

Meal time

Inside play

Outside play

Getting along withpeers

Family games

Nap time

Toileting time

Going to bed

Leaving home

Other:__________

In the past 2 weeks my child hasparticipated in the followingcommunity settings: Please note ifthere have been any concerns withaccess to these settings.

Grocery shopping

Other shopping

Visiting friends / relatives

Going out to eat

Attending social activities

Attending a religious service

Childcare

Head Start

Community children's activities

Community event

Other:__________

Natural Environment Justification: Supports and services must be provided to your child in settings that are natural ortypical for chidren of the same age (natural environments). If, as a team, we decide that we cannot provide a service in anatural environment, we need to explain how we made that decision.

Other:_________

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Transition Checklist / Outcome

Outcome number

ProjectedDate(s):

ProjectedDate(s):

Transition activities into the program: Transition activities out of the program:

. Transition from hospital, neonatalintensive care unit to home, and into earlyintervention services to ensure that nodisruption occurs in necessary services.

Transition activities within the program.

. Family changes that may affect IFSPservice delivery (i.e., employment, birth oradoption of sibling, medical needs of otherfamily members).

. Child changes that may affect IFSPservice delivery (i.e., hospitalization orsurgery, placement in a child careprogram, addition of new equipment ortechnology, medication changes)

. Introduction of new or a change inService Provider(s)

. Termination of existing IFSP services

Exiting the system:

. Contact necessary organization(s) toexplore future service options.

. Explore community program options forchild.

. Explore community program options forfamily.

. Discuss transition process and rights andresponsibilities under Part C

. Send specific information to the localeducation agency, with informed, writtenconsent, at child's age 18 months.

. Send specific information to the localeducation agency, with informed, writtenconsent, at child's age 30 months.

. Send specific information to communityprograms, upon informed, written consent,to facilitate service delivery or transitionfrom early intervention system.

. Convene the transition meeting.

Outcome:(related to transition)

Strategies for working toward transition. Who is responsible? Timeline / ExpectedDate of Completion

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Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:_______

Early Intervention ServicesEarly intervention services must meet the developmental needs of the child and family and are based upon theOutcomes developed. Services are selected in collaboration with the parents and provided under public supervision byqualified personnel in conformity with the IFSP.

Early Intervention Service Options Location Assistive technology

Audiological services

Health services

Medical diagnostic services

Nursing services

Nutrition services

Occupational therapy

Physical therapy

Psychological services

Social work services

Special instruction

Speech/Language therapy

Transportation

Vision services

Program designed for childrenwith delays/disabilities

Program designed for typicallydeveloping children

Home

Hospital (inpatient)

Residential facility

Service provider location

Other setting

Services RelatedOutcome

Frequency and Intensityof Service

StartDate

EndDate

ProviderInformation

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