IFSP
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IFSP.docx
Individualized Family Service Plan (IFSP)
I. Child and Family Information
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Summary of the Child’s Present Performance This summary describes the child’s strengths (including strengths that exist in areas of concern) and the child’s needs. Include developmental, academic achievement (preschool), and functional performance. Describe how the child’s developmental delay or disability affects the child’s involvement in everyday routines and appropriate activities. Describe instructional strategies that have been successful and how they can be incorporated into the child’s educational program and curriculum that will support the child. Describe the child’s favorite activities and materials, and factors that motivate the child to participate and learn. |
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Summary of Family Information
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List assistance to the family in helping them access community, medical or other non-EI funded services. |
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II. Special Considerations
Following are special factors the IFSP/ IEP team must consider before developing the IFSP/ IEP. Each question must be answered. If YES is checked, the
IFSP/IEP must address the child’s needs related to any identified special factor.
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1. Is the child blind or visually impaired? |
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NO |
YES - As developmentally appropriate for the infant, toddler, and preschooler, the IFSP/IEP team should evaluate the child’s early literacy needs, including reading and writing media. The IFSP/IEP must consider the current and future needs of the child related to the use of Braille if the team decides that this is appropriate for the child.
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2. Is the child deaf or hard of hearing? |
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NO |
YES - Team must consider the infant’s, toddler’s or preschooler's language and communication needs, opportunities for direct communication with peers and professionals in the child's language and communication mode, academic level, and full range of needs including opportunities for direct instruction in the child's language and communication mode in the development of the IFSP/IEP.
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3. Does the child exhibit behaviors that impede the child’s learning or that of others? |
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NO |
YES - Team must base the use of positive behavior interventions and supports, and other strategies to address that behavior on a functional behavior assessment.
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4. Does the child have limited English proficiency (e.g., the child’s home language is not English)? |
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NO |
YES - Team must consider the family and child’s language needs as those needs relate to the development and implementation of the IFSP/IEP.
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5. Does the child have communication needs? |
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NO |
YES - Team must consider the communication needs of the child in the development of the IFSP/IEP.
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6. Does the child need assistive technology devices and/or services? |
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NO |
YES - Team must consider the infant’s, toddler’s or preschooler's assistive technology needs in the development of the IFSP/IEP.
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Ill. Measurable Results/Outcome/Goal #_1___
Activity/behavior/skill in everyday life, identified by the family and the IFSP team, that they would like to see happen. Includes information on the routine/activity of the family, community, or early childhood setting where the behavior/skills will be incorporated. Should address the child’s needs identified in the evaluation and the priorities of the family. Be functional and measurable to provide a framework for ongoing progress monitoring.
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Measurable Results/Outcome/Goal: _ Measurable Results/Outcome/Goal Statement:
The family will:
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What is happening now? What is the child’s current level of performance related to this outcome/goal?
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What teaching strategies are needed to reach the outcome/goal? Include specially designed instruction, supplementary aids and program personnel supports, home or program modifications and training and materials needed by the family or team. Also include location and how all team members, including the family/caregivers/early childhood educators, will work on this.
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How will we as a team measure progress and collect data for this outcome/goal? Include what is going to be measured, how it will be measured, when it will be measured and by whom. Describe when periodic reports on progress will be provided to the parent.
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Ill. Measurable Results/Outcome/Goal #__2__
Activity/behavior/skill in everyday life, identified by the family and the IFSP team, that they would like to see happen. Includes information on the routine/activity of the family, community, or early childhood setting where the behavior/skills will be incorporated. Should address the child’s needs identified in the evaluation and the priorities of the family. Be functional and measurable to provide a framework for ongoing progress monitoring.
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Measurable Results/Outcome/Goal: _ Measurable Results/Outcome/Goal Statement:
The family will:
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What is happening now? What is the child’s current level of performance related to this outcome/goal?
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What teaching strategies are needed to reach the outcome/goal? Include specially designed instruction, supplementary aids and program personnel supports, home or program modifications and training and materials needed by the family or team. Also include location and how all team members, including the family/caregivers/early childhood educators, will work on this.
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How will we as a team measure progress and collect data for this outcome/goal? Include what is going to be measured, how it will be measured, when it will be measured and by whom. Describe when periodic reports on progress will be provided to the parent.
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Ill. Measurable Results/Outcome/Goal #_3___
Activity/behavior/skill in everyday life, identified by the family and the IFSP team, that they would like to see happen. Includes information on the routine/activity of the family, community, or early childhood setting where the behavior/skills will be incorporated. Should address the child’s needs identified in the evaluation and the priorities of the family. Be functional and measurable to provide a framework for ongoing progress monitoring.
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Measurable Results/Outcome/Goal: _ Measurable Results/Outcome/Goal Statement:
The family will:
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What is happening now? What is the child’s current level of performance related to this outcome/goal?
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What teaching strategies are needed to reach the outcome/goal? Include specially designed instruction, supplementary aids and program personnel supports, home or program modifications and training and materials needed by the family or team. Also include location and how all team members, including the family/caregivers/early childhood educators, will work on this.
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How will we as a team measure progress and collect data for this outcome/goal? Include what is going to be measured, how it will be measured, when it will be measured and by whom. Describe when periodic reports on progress will be provided to the parent.
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Ill. Measurable Results/Outcome/Goal #_4___
Activity/behavior/skill in everyday life, identified by the family and the IFSP team, that they would like to see happen. Includes information on the routine/activity of the family, community, or early childhood setting where the behavior/skills will be incorporated. Should address the child’s needs identified in the evaluation and the priorities of the family. Be functional and measurable to provide a framework for ongoing progress monitoring.
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Measurable Results/Outcome/Goal: _ Measurable Results/Outcome/Goal Statement:
The family will:
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What is happening now? What is the child’s current level of performance related to this outcome/goal?
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What teaching strategies are needed to reach the outcome/goal? Include specially designed instruction, supplementary aids and program personnel supports, home or program modifications and training and materials needed by the family or team. Also include location and how all team members, including the family/caregivers/early childhood educators, will work on this.
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How will we as a team measure progress and collect data for this outcome/goal? Include what is going to be measured, how it will be measured, when it will be measured and by whom. Describe when periodic reports on progress will be provided to the parent.
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