Individualized Family Service Plan IFSP

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Individualized Family Service Plan
(IFSP) Arizona Early Intervention Program
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AzEIP Mission Statement
The mission of the Arizona Early Intervention
Program is to enhance the capacity of families to
support their infants and toddlers with delays or
disabilities to thrive in their homes and
communities.
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AzEIP Developmental Perspectives
Development is an integrated process that is
shaped by the dynamic and continuous interaction
between biology and experience (Shonkoff and
Phillips, 2000).
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AzEIP Developmental Perspectives

• Development is a highly integrated process,
  rather than a series of discrete, sequential
  steps.

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AzEIP Developmental Perspectives
During the earliest years of life, childrens
learning about themselves and the world around
them occurs during social interactions with
parents and other family members as part of daily
routines, such as meal time and bath time.
paraphrased from Zero to Three, March 2002,
Fresh perspectives on Young Children and Family
Routines, by Lorraine Kubicek.
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AzEIP Developmental Perspectives

• Children develop within the context of their
  everyday interactions, routines, and activities.
  Their developmental processes impact how they
  interact with and function in their family and
  community life.

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Paradigm Shift
Deficits
Strengths Control Collaboration Negative
Support Positive Support Dependence
Empowerment Child-Centered Family-Centered
Center-based Community-based
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Initial Planning Process

• Every Steps Counts Application has been merged
  into the Initial Planning Process packet.
• This packet is to be used when families are
  referred to the early intervention program.
• Once eligibility has been determined, the IFSP
  cover sheet will be completed and moved to the
  front of the packet to indicate the family is
  moving forward to develop their IFSP.

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Initial Planning Process (cont.)

• The following pages are to be completed as part
  of the Initial Planning Process
• Child and Family
• Daily Routines, Activities, and Interactions
• Family Resources, Priorities, Concerns and
  Interests
• Developmental History and Observations
• Medical History/Health

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Why complete these pages?

• The family only has to share their story once.
  The information gathered is shared with the other
  team members.
• Helps the team understand what the parents
  resources, priorities, concerns and interests are
  related to their childs development.
• Helps to create a picture of what is currently
  known about the childs development within the
  context of everyday life

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Why complete these pages?

• Helps to clarify what questions the parents and
  other team members would like addressed in the
  evaluation and assessment process.
• Guides the team in developing an individualized
  evaluation and assessment process for each child
  and family.
• Helps to identify who should be on the IFSP
  team.

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Why complete these pages?

• Together, the information gathered throughout the
  Initial Planning Process assists the
  multi-disciplinary evaluation team to determine
  eligibility for early intervention supports and
  services.
• Once eligibility has been determined, and the
  family would like to move forward to develop an
  IFSP, the IFSP cover sheet is completed and put
  on top of the packet.
• The remaining IFSP pages must be completed for it
  to be considered an IFSP.

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IFSP Document

• The IFSP is the document that translates what
  is learned about the child and family through the
  evaluation and assessment process into a written
  plan, which guides the family and their IFSP team
  in implementing early intervention supports and
  services.

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IFSP Content(34 CFR 303.344)

• Familys priorities, resources, and concerns
  related to enhancing the development of their
  child
• Information about the childs developmental
  status, including health, vision, and hearing
• Outcomes
• Strategies and activities related to outcomes
• Early intervention supports and services
• Dates and the duration of services
• Service Coordinator
• Other services, as needed and,
• Transition from Part C

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Who Develops the IFSP?

• The family knows the child best, and is an equal
  partner on this team
• As the primary caregivers and the experts on the
  child, the families must be part of the team,
  which makes decisions about what outcomes are to
  be achieved, and what supports and services the
  child and family will receive, to help achieve
  the outcomes.
• Along with the Service Coordinator, the family
  decides who other members of the IFSP team will
  be.

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Who Develops the IFSP?

• Members of the team directly involved in
  conducting the evaluation and assessments must
  participate.
• As appropriate, persons who will be providing
  supports and services participate.
• Other family members, caregivers, and advocates
  may be included on the team, if the parent
  requests their participation.

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IFSP Process

• Identify the familys daily routines, activities,
  and interactions.
• Identify family resources, priorities, concerns,
  and interests.
• Summarize development within the context of the
  childs daily life.
• Identify outcomes, ideas/activities, people, and
  environments to assist in working toward the
  outcomes.
• Identify supports and services, which will help
  to achieve the outcomes.
• Plan for transition.

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ROUTINES

• Learn about the daily life of the family, in
  order to understand the child within the context
  of the family.
• Begin to gather a picture of the familys
  day-to-day routines and activities, including
  environments, daily schedule, activities, toys,
  and interactions the child enjoys.
• Get a sense of which routines, activities, and
  interactions are challenging to the child and
  family.

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Why Identify Routines

• To share the information with other team members,
  so they know what is important to the family, and
  how they spend their day.
• To think about how this information relates to
  the familys resources, priorities, and concerns,
  and interests.
• To guide the evaluation and assessment process.

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Why Identify Routines? (cont)

• To include this information in the integrated
  Summary of Childs Present Levels of Development.
• To guide the development of family-desired
  outcomes.
• To use the routines, activities, and interactions
  to identify ideas, people, and environments, to
  assist in working toward outcomes.
• To assist in choosing ideas/activities to support
  child and family participation in routines and
  activities.

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What are Family, Resources,Priorities Concerns,
and Interests?

• PRIORITIES are those things that are most
  important to the family.
• RESOURCES may be their knowledge and skills as
  parents, and supports, such as extended family
  and community.
• CONCERNS could be their worries and what they
  want to work on improving.
• INTERESTS are those things family members are
  interested in doing or learning more about.

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Why Identify Family Resources, Priorities,
Concerns, and Interests?

• To guide the IFSP process.
• To extend the conversation about the childs
  daily routines, activities, and interactions.
• To discuss what is important to the family and
  what resources they have in their life.
• To plan for the childs individualized
  evaluation.
• To develop a better sense of how to assist the
  family to support their childs development and
  participation in family and community life.

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Summary of Childs Present Levels of Development

• To create a complete picture of the child an
  integrated summary of the childs current
  development health status, vision, and hearing
  are included.
• Results of any assessments, along with parent
  perceptions and observations of the child
  throughout the day, (e.g., mealtime, bath time,
  family gatherings), will also be included in this
  section.
• The summary covers the five areas of development,
  including health status, vision and hearing.

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Summary of Childs Present Levels of Development
(cont)

• The Summary
• reflects a functional view of development and is
  primarily strengths-based.
• reflects information gathered on the Daily
  Routines, Activities, and Interactions page, and
  the Family Resources, Priorities, Interests and
  Concerns page.
• uses all information from conversations with
  families, observations of the child in his/her
  daily routines, formal assessments, and medical
  reports.

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OUTCOMES

• Outcomes are written in the words of the family.
• Outcomes must be measurable and functional.
• Outcomes are based on Family Resources,
  Priorities, Concerns, and Interests, Daily
  Routines and Activities and a review of the
  Summary of Childs Present Levels of Development.
• Strategies, activities, and services are the
  methods used to meet the expected outcomes.

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Identifying Outcomes

• With the assistance of the other IFSP team
  members, the family describes the outcomes they
  want to achieve for their child and family.
• Outcomes help the family clarify what they would
  like to change for themselves and/or their child.
• Once the family has identified the outcomes, the
  team, including the family, develops strategies
  to support the childs abilities to function and
  participate in family activities and routines.
• Services are never outcomes.

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OUTCOME MEASUREMENT

• How do parents and team members know when the
  outcome is reached?
• What does success looks like to the family?
• When is it time to quit working toward an
  outcome?

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Examples of Outcomes

• Share information about Billys disability with
  grandparents and neighbors, so that they can
  understand Billys needs, and possibly provide
  occasional child care.
• By her first birthday, Sarah will sit in
  highchair and feed herself finger foods, so the
  family can have mealtime together.
• Nathan will sleep for 3 hours at a time, so he
  and the family can get a good nights sleep.

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Identifying Strategies

• Strategies should be linked to the Daily
  Routines, Activities and Interactions.
• Ideas and activities should be appropriate for
  the child, as described in the Summary of Childs
  Present Levels of Development.
• Ideas and activities should be in keeping with
  family priorities.
• Ideas and activities should help address family
  concerns.

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Supports and Services

• This section defines the supports and services
  needed by the child and family to make progress
  toward the desired outcomes. The supports and
  services must be directly linked to at least one
  outcome.
• This section identifies
• who will provide the support/service
• for how long (frequency and intensity) it will be
  provided
• how the support/service will be provided
  (method)
• the natural environment(s)in which the service
  will be provided or appropriate justification
  and,
• payment arrangements, if appropriate.

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Identifying Supports and Services

• The decisions about supports and services occur
  only after the development of outcomes and
  strategies.
• Together, the team decides what supports and
  services are necessary to meet the outcomes.

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Supports and Services

• Individualize the frequency and intensity for
  each family.
• Link the ideas, activities, people, and
  environment/context from the Outcomes page to
  the frequency and intensity of the support or
  service.
• Other Related Services are services that a child
  or family needs, but that are neither required
  nor covered under Part C.

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Early Intervention Services may include

• assistive technology devices and services
• audiology
• family training
• counseling and home visits
• health services
• nursing
• medical services only for diagnostic or
  evaluation purposes
• vision services

• nutrition services
• occupational therapy
• physical therapy
• psychological services
• service coordination
• social work services
• special instruction
• speech-language pathology
• transportation and related costs

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Natural Environments

• To the maximum extent appropriate, the program
  must deliver services which support the child and
  family in their natural environments and
  routines.
• Selection of supports and services must be
  determined on an individual basis, according to
  the childs needs.

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If Outcome(s) Cannot be Met in a Natural
Environment

• The Individuals with Disabilities Education Act
  (IDEA) allows the IFSP team to choose other than
  natural environments, only when the outcomes
  cannot be met providing supports and services in
  natural environments.
• In those few cases where the team decides that it
  is impossible to meet an outcome in a natural
  environment, it must provide a justification for
  their decision, as part of the IFSP.

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Transition

• Transition outlines the responsibilities of the
  family, Service/Support Coordinator, and school
  district as the child and family transition out
  of early intervention.
• Discuss transition at the beginning of the
  childs and familys relationship with the early
  intervention system and throughout their
  participation in the program.
• The goal of successful Transition Planning is for
  the family to feel that they have made an
  informed choice.

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Team Page

• The Team Page documents
• the parents informed written consent
• who attended the IFSP team
• what reports were given and,
• dates for the six-month and annual review
  meetings.

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Guiding Principles

• Strengths-based.
• Family-centered care and support.
• Relationship-based practice.
• Reflective practice.
• Interactive, integrated team process.
• Natural environments.
• Individualized to child and family.

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When can I start using the new form?

• The IFSP forms and Guidance Document will be
  available to download off the AzEIP website on
  March 3, 2003.
• www.de.state.az.us/azeip
• Beginning April 1, 2003
• -the interim service/support coordinators will
  use the Initial Planning Process/Individualized
  Family Service Plan (IPP/IFSP) packet with
  families referred on or after this date.
• -the service/support coordinator will use the
  Individualized Family Service Plan (IFSP) packet
  for any IFSPs done on or after this date.