Individualized Family Individualized Family Service Plan-IFSPService Plan-IFSP

The Individualized Family Service The Individualized Family Service PlanPlan (IFSP) is a process of looking at (IFSP) is a process of looking at the strengths of the the strengths of the Part CPart C eligible eligible child and family, and developing a child and family, and developing a written plan to identify individualized written plan to identify individualized supports and services that will supports and services that will enhance the child's development.enhance the child's development.

IFSPIFSP

The IFSP is a dynamic The IFSP is a dynamic planning tool - reviewed planning tool - reviewed every six months or more every six months or more frequently if you choose. frequently if you choose. Changes may be made to Changes may be made to the IFSP as the child the IFSP as the child grows and develops.grows and develops.

IFSPIFSP

The IFSP differs from the IEP in The IFSP differs from the IEP in several ways: several ways:

It revolves around the family, as It revolves around the family, as it is the family that is the it is the family that is the constant in a child's life. constant in a child's life.

It includes outcomes targeted for It includes outcomes targeted for the family, as opposed to the family, as opposed to focusing only on the eligible focusing only on the eligible child. child.

IFSPIFSP

It includes the notion of natural It includes the notion of natural environments, which encompass environments, which encompass home or community settings such home or community settings such as parks, child care, and gym as parks, child care, and gym classes. This focus creates classes. This focus creates opportunities for learning opportunities for learning interventions in everyday routines interventions in everyday routines and activities, rather than only in and activities, rather than only in formal, contrived environments. formal, contrived environments.

IFSPIFSP

It includes activities undertaken It includes activities undertaken with multiple agencies beyond with multiple agencies beyond the scope of Part C. These are the scope of Part C. These are included to integrate all services included to integrate all services into one plan. into one plan.

It names a service coordinator to It names a service coordinator to help the family during the help the family during the development, implementation, development, implementation, and evaluation of the IFSP.and evaluation of the IFSP.

IFSPIFSP Steps that Lead to Effective IFSPsSteps that Lead to Effective IFSPs Identify Family Concerns, Priorities, Identify Family Concerns, Priorities,

and Resources.and Resources. The family's concerns, The family's concerns, priorities, and resources guide the entire priorities, and resources guide the entire IFSP process. Early intervention should be IFSP process. Early intervention should be seen as a system of services and supports seen as a system of services and supports available to families to enhance their available to families to enhance their capacity to care for their children. The capacity to care for their children. The notion of partnership between the notion of partnership between the intervention team and the family must be intervention team and the family must be introduced and nurtured at this beginning introduced and nurtured at this beginning point of the IFSP process.point of the IFSP process.

IFSPIFSP

Identify the Family's Activity Settings.Identify the Family's Activity Settings. All children develop as the result of their All children develop as the result of their everyday experiences. It is important to everyday experiences. It is important to document valued, enjoyable routines (bath document valued, enjoyable routines (bath time, eating, play activities, etc.) and analyze time, eating, play activities, etc.) and analyze them to see if they offer the sustained them to see if they offer the sustained engagement that leads to learning engagement that leads to learning opportunities. Likewise, it is important to opportunities. Likewise, it is important to identify the community activity settings (e.g., identify the community activity settings (e.g., child care, gymboree, swimming) that child care, gymboree, swimming) that provide opportunities for learning. provide opportunities for learning.

IFSPIFSP

Conduct a Functional Assessment.Conduct a Functional Assessment. An effective assessment process An effective assessment process

addresses the family's questions addresses the family's questions about enhancing their child's about enhancing their child's development, focusing on each development, focusing on each family member's concerns and family member's concerns and priorities priorities

IFSPIFSP

collects information for a specific collects information for a specific purpose, for example, the purpose, for example, the evaluation conducted by the evaluation conducted by the early interventionist at the early interventionist at the beginning of the IFSP process beginning of the IFSP process determines if the child is eligible determines if the child is eligible for servicesfor services

IFSPIFSP

reflects a complete and reflects a complete and accurate picture of the accurate picture of the child's strengths, needs, child's strengths, needs, preferences for activities, preferences for activities, materials, and environmentsmaterials, and environments

IFSPIFSP

has a person familiar to the child has a person familiar to the child conduct observations and other conduct observations and other assessments in settings familiar assessments in settings familiar to the child (e.g., home, outdoor to the child (e.g., home, outdoor play area, child care program)play area, child care program)

IFSPIFSP

Collaboratively Develop Expected Collaboratively Develop Expected Outcomes.Outcomes. After assessment information is After assessment information is collected, the team meets to review the collected, the team meets to review the information and the family's concerns, information and the family's concerns, priorities, and resources to develop priorities, and resources to develop statements of expected outcomes or goals. statements of expected outcomes or goals. Active family involvement is essential. Active family involvement is essential. Collaborative goals focus on enhancing the Collaborative goals focus on enhancing the family's capacity and increasing the child's family's capacity and increasing the child's participation in valued activities. participation in valued activities.

IFSPIFSP

Assign Intervention Assign Intervention Responsibilities.Responsibilities. After outcomes After outcomes are identified, the early are identified, the early intervention team assigns intervention team assigns responsibilities for intervention responsibilities for intervention services that support those services that support those outcomes. An IFSP requires an outcomes. An IFSP requires an integrated, team approach to integrated, team approach to intervention.intervention.

IFSPIFSP

Using a transdisciplinary team model is Using a transdisciplinary team model is one method of integrating information one method of integrating information and skills across professional and skills across professional disciplines. In the transdisciplinary disciplines. In the transdisciplinary model, all team members (including the model, all team members (including the family) teach, learn, and work together family) teach, learn, and work together to accomplish a mutually agreed upon to accomplish a mutually agreed upon set of intervention outcomes. set of intervention outcomes. Individuals' roles are defined by the Individuals' roles are defined by the needs of the situation rather than by needs of the situation rather than by the function of a specific discipline. the function of a specific discipline.

IFSPIFSP

In a transdisciplinary model, one or a In a transdisciplinary model, one or a few people are primary implementers few people are primary implementers of the program. Other team members of the program. Other team members provide ongoing direct or indirect provide ongoing direct or indirect services, such as consultation. For services, such as consultation. For example, an occupational therapist example, an occupational therapist can observe a toddler during meals, can observe a toddler during meals, then recommend to the parent how then recommend to the parent how to physically assist the child to physically assist the child

IFSPIFSP

Identify Strategies to Implement Identify Strategies to Implement the Plan.the Plan. This step involves working This step involves working closely as a team to increase closely as a team to increase learning opportunities, to use the learning opportunities, to use the child's surroundings to facilitate child's surroundings to facilitate learning, to select the most effective learning, to select the most effective strategies to bring about the desired strategies to bring about the desired outcomes, and identify reinforcers outcomes, and identify reinforcers that best support the child's learning. that best support the child's learning.

Implementation may involve a Implementation may involve a toddler participating in a library story toddler participating in a library story hour one afternoon a week; a hour one afternoon a week; a physical therapist showing family physical therapist showing family members how to use adaptive members how to use adaptive equipment; or a service coordinator equipment; or a service coordinator completing the paperwork to pay for completing the paperwork to pay for a child's transportation from his or a child's transportation from his or her home to needed services.her home to needed services.

IFSPIFSP

Intervention strategies should help Intervention strategies should help promote generalization of outcomes—promote generalization of outcomes—i.e., the child performs new skills in a i.e., the child performs new skills in a variety of environments after variety of environments after intervention has ended. For example, intervention has ended. For example, both service providers and family both service providers and family members can encourage a child to members can encourage a child to request desired objects (e.g, toys) with request desired objects (e.g, toys) with gestures in numerous environments gestures in numerous environments (e.g., home, playgroup, child care). (e.g., home, playgroup, child care).

IFSPIFSP

Interventions should target several Interventions should target several outcomes during one activity. When a outcomes during one activity. When a child participates in an activity, he or child participates in an activity, he or she uses a variety of skills from a she uses a variety of skills from a number of developmental areas. For number of developmental areas. For example, during mealtimes, a toddler example, during mealtimes, a toddler may use communication skills to may use communication skills to request more juice, fine motor skills to request more juice, fine motor skills to grasp a spoon, a social skills to interact grasp a spoon, a social skills to interact with a sibling. with a sibling.

IFSPIFSP

Intervention strategies should help a Intervention strategies should help a child become more independent in his child become more independent in his or her world. The selected strategies or her world. The selected strategies might involve offering physical might involve offering physical assistance during mealtimes, assistance during mealtimes, prompting the correct response prompting the correct response during a self-care routine, or providing during a self-care routine, or providing simple pull-on clothing to enable a simple pull-on clothing to enable a child to dress without assistance. child to dress without assistance.

IFSPIFSP

Interventions provided within natural Interventions provided within natural environments should look like a environments should look like a "typical activity." For instance, a child "typical activity." For instance, a child learning to develop her fine motor learning to develop her fine motor skills should be encouraged to color, skills should be encouraged to color, draw pictures, play with puzzles, build draw pictures, play with puzzles, build with blocks, pick up her toys, use with blocks, pick up her toys, use eating utensils, play finger games, eating utensils, play finger games, etc. Ideally, interventions should etc. Ideally, interventions should

IFSPIFSP

Be embedded in everyday natural Be embedded in everyday natural environments. environments.

Emphasize the acquisition of Emphasize the acquisition of functional competencies. functional competencies.

Make it possible to increase a child's Make it possible to increase a child's participation within the environments. participation within the environments.

Include both social and non-social Include both social and non-social activities activities

IFSPIFSP

Both ongoing and periodic evaluations Both ongoing and periodic evaluations are essential to any early intervention are essential to any early intervention program. An evaluation may focus on a program. An evaluation may focus on a child's progress toward obtaining desired child's progress toward obtaining desired outcomes and upon the quality of the outcomes and upon the quality of the intervention program itself. Ongoing intervention program itself. Ongoing monitoring of the child's progress monitoring of the child's progress requires keeping records in a systematic requires keeping records in a systematic manner in order to answer such critical manner in order to answer such critical questions as questions as

IFSPIFSP

To what extent and at what rate is To what extent and at what rate is the child making progress toward the child making progress toward attaining outcomes? attaining outcomes?

Are the selected intervention Are the selected intervention strategies and activities promoting strategies and activities promoting gains in development? gains in development?

Do changes need to be made in the Do changes need to be made in the intervention plan? intervention plan?

IFSPIFSP

Periodically reviewing the IFSP Periodically reviewing the IFSP provides a means of sharing results provides a means of sharing results about the child's progress and about the child's progress and integrating these results into the integrating these results into the plan. Part C of IDEA requires that the plan. Part C of IDEA requires that the IFSP be evaluated and revised IFSP be evaluated and revised annually and that periodic reviews be annually and that periodic reviews be conducted at least every six months conducted at least every six months (or sooner if requested by the family). (or sooner if requested by the family).

IFSPIFSP

This ongoing process provides This ongoing process provides a continual support to the a continual support to the family and child as they family and child as they realize their own strengths realize their own strengths and resources to help their and resources to help their child learn. child learn.

Service CoordinatorService Coordinator

A A service coordinatorservice coordinator will help support the will help support the family's participation family's participation throughout the planning throughout the planning and development of the and development of the IFSP.IFSP.

Service CoordinatorService Coordinator

The IFSP should be The IFSP should be created within 45 created within 45 days of the family's days of the family's first contact first contact expressing their expressing their concerns.concerns.

Service CoordinatorService Coordinator

The initial IFSP should The initial IFSP should be based primarily on be based primarily on information information accumulated during the accumulated during the initial evaluation and initial evaluation and assessment process.assessment process.

IFSPIFSPThe IFSP process must The IFSP process must

include the following include the following components and be components and be documented in some way.documented in some way.

IFSPIFSPThe child's The child's present level of develpresent level of developmentopment, including strengths, , including strengths, interests and areas of interests and areas of concern.concern.

IFSPIFSPThe family's concerns, The family's concerns, priorities and resources priorities and resources as they relate to as they relate to enhancing the enhancing the development of the development of the infant or toddler with a infant or toddler with a developmental delay or developmental delay or disability.disability.

IFSPIFSPA statement of the A statement of the major major outcomes (or goals) outcomes (or goals) expected to be expected to be achieved for the child achieved for the child and familyand family. .

IFSPIFSPIt should include the It should include the criteria, procedures and criteria, procedures and timelines used to timelines used to determine the degree to determine the degree to which progress toward which progress toward achieving the outcomes achieving the outcomes is being made.is being made.

IFSPIFSPSupports and servicesSupports and services to to

achieve the stated outcomes achieve the stated outcomes provided within the child's provided within the child's and family's daily routines and family's daily routines and activitiesand activities..

IFSPIFSPSupports and services should Supports and services should

match the family's culture match the family's culture and interests. They should and interests. They should make use of and strengthen make use of and strengthen learning opportunities learning opportunities throughout the day and in throughout the day and in places where the family places where the family spends time. spends time.

IFSPIFSPThe projected The projected dates of dates of when the services will when the services will begin, how often they begin, how often they will occur and how long will occur and how long they will lastthey will last..

IFSPIFSPA variety of funding A variety of funding

resources may be used to resources may be used to pay for these services pay for these services including state and federal including state and federal government resources, government resources, private insurance, family private insurance, family resources and/or local resources and/or local agencies. agencies.

IFSPIFSP The name of the The name of the

service coordinatorservice coordinator. This person . This person is the family's primary contact is the family's primary contact for assistance throughout the for assistance throughout the IFSP process, and is responsible IFSP process, and is responsible for the implementation of the for the implementation of the plan and coordination with other plan and coordination with other agencies and people.agencies and people.

IFSPIFSP The service coordinator The service coordinator

should also connect the family should also connect the family with other families and ensure with other families and ensure that they understand their that they understand their rights and procedural rights and procedural safeguards under Part C of the safeguards under Part C of the Individuals with Disabilities Individuals with Disabilities Education Act (IDEA).Education Act (IDEA).

IFSPIFSP A A plan for transitionplan for transition to special to special

education services or other education services or other appropriate resources and supports appropriate resources and supports in the home, community, and/or in the home, community, and/or preschool services when the child preschool services when the child turns three years old. The service turns three years old. The service coordinator must initiate this plan at coordinator must initiate this plan at least six months before the child's least six months before the child's third birthday.third birthday.

Who is Eligible Under Who is Eligible Under Part CPart C

Children age birth to three Children age birth to three years of age who have years of age who have significant delays in significant delays in development, or who have been development, or who have been diagnosed with a condition diagnosed with a condition associated with delays in associated with delays in development are eligible for development are eligible for Early Childhood Programs (Part Early Childhood Programs (Part C). C).