IFSP

1. see the file “Step 1”

2. Use “Family Notes” file to write Family report 

3. Use “Family Notes” file to write IFSP

Step 1: Family Report 6 pages, based on family Notes

1. Abstract

2. Introduction

3. Family characteristics

4. Family interaction

5. Family functions

6. Recommendations

7. Conclusion

8. References (at list 3)

Step 2: Write an Individualized Family Service Plan (IFSP) Write an IFSP based on the family’s stated and observed priorities, the roles of intervention staff and families, and expected outcomes. Limit your plan to FOUR family outcomes (using the format which starts with “The family will…”). The plan will be designed using “recommended practices” for collaborative family involvement, with attention to the family system. Remember this is not a school-based IEP it is an IFSP based on family collaborative supports.

Family Notes

Overview of the family: There are three people in the family – a mother, a father, a 2 years old daughter, and cat. The parents are full time employed. The nanny is staying with the child during the day. The family is living in Bronx, NYC.

1. When your child’s disability was initially suspected?

The daughter has been diagnosed with down syndrome by the doctors and therapists after she was born in the hospital. She was in the neonatal intensive care unit (NICU) for two weeks. She had swallowing issues.

2. Please discuss who brought it to the parents’ attention. If it was the parent who first suspected it, what was the cause for this suspicion?

The doctors in the hospitals brought to the parent’s attention about diagnosed and got an evaluation. Then the services that child required by Early Intervention program brought it to the parent’s attention more clearly.

3. Please share your experience with the initial testing process. Also be sure to discuss the child’s experience, as well as how it may have changed during additional testing over time.

Testing process started in the hospital after the child was born. The doctor gave the phone number of the services and then the mother called for opened the program. Two weeks a lot of services came for making evaluations. They all asked the same questions. Sometimes it was too hard for mom to answer for all of these questions because she was not familiar with this process and this diagnose.

4. What was your level of involvement during the IFSP development? Be sure to discuss thoughts on how the process could be changed (if applicable)

The parents were involvement during the IFSP development in each meeting. During the meetings the team of the services changed the strategies and didn’t interesting if the parents agree with them.

5. Please share with me the various forms of therapy, treatment, and support that you and your child have received over time.  

The child had physical therapy, feeding specialist, occupational therapy, special education teacher, and social worker services.

6. How would you describe the relationships with the various service providers?  Be sure to include the ability to have your needs understood and met by service providers

Some of service providers was better than others. One explained a lot about child behavioral (why she is doing this and that) and someone just came did their work and left. The child had changed three different speech therapists because of these issues.

7. Discuss both the joys and frustrations that you have experienced with your child.

The child is an early bird. The morning routing is ruff. It takes longer for dressing up and eating. During the day the child is so happy for playing and spend time with therapists. Feeding during the day is still hard. The child still has the feeding problems. Outside in the park the child is so successful. She loves kids.

8. How has the fact that your child has a disability affected others in your immediate family? Be sure to focus on the siblings, spouse, and grandparents.

For the father it is still hard understand the child’s behavioral. For grandparents it is hard too because they are from different culture and time. They try to accept the child as she is, but it is very difficult for them.

9. How has this experience affected the establishment and maintenance of friendships that the child has had over time?

The child is different from other kids on playground. She is playing with them but doesn’t have true friends yet. The kids don’t’ understand her. Sometimes she can started screaming for no reason or jumping or dancing.

Individualized Family Service Plan (IFSP)

I. Child and Family Information

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.

Summary of Family Information

List assistance to the family in helping them access community, medical or other non-EI funded services.

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.

1. Is the child blind or visually impaired?

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.

2. Is the child deaf or hard of hearing?

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.

3. Does the child exhibit behaviors that impede the child’s learning or that of others?

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.

4. Does the child have limited English proficiency (e.g., the child’s home language is not English)?

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.

5. Does the child have communication needs?

NO

YES – Team must consider the communication needs of the child in the development of the IFSP/IEP.

6. Does the child need assistive technology devices and/or services?

NO

YES – Team must consider the infant’s, toddler’s or preschooler’s assistive technology needs in the development of the IFSP/IEP.

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.

Measurable Results/Outcome/Goal: _

Measurable Results/Outcome/Goal Statement:

The family will:

What is happening now? What is the child’s current level of performance related to this outcome/goal?

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.

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.

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.

Measurable Results/Outcome/Goal: _

Measurable Results/Outcome/Goal Statement:

The family will:

What is happening now? What is the child’s current level of performance related to this outcome/goal?

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.

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.

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.

Measurable Results/Outcome/Goal: _

Measurable Results/Outcome/Goal Statement:

The family will:

What is happening now? What is the child’s current level of performance related to this outcome/goal?

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.

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.

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.

Measurable Results/Outcome/Goal: _

Measurable Results/Outcome/Goal Statement:

The family will:

What is happening now? What is the child’s current level of performance related to this outcome/goal?

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.

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.