The Individualized Family Service Plan (IFSP) and the - PowerPoint

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					 The Individualized Family
Service Plan (IFSP) and the
 Individualized Education
       Program (IEP)
       Definition of the IFSP

A plan of services for infants and toddlers and their
families. Such a plan includes statements regarding the
child’s present developmental level, the family’s
strengths and needs, the major outcomes of the plan,
specific interventions and delivery systems to
accomplish outcomes, dates of initiation and duration of
services, and a plan for transition into
public schools.
          Definition of the IEP

A program devised to satisfy IDEA’s requirement that
students with disabilities must receive an educational
program based on multidisciplinary assessment and
designed to meet their individual needs. The IEP must
include consideration of the student’s present level of
performance, annual goals, special education and related
services, time in general education,
timeline for special education services,
and an annual evaluation.
           FIRST THING!!!!!
        (before anything else)
• PARENTAL CONSENT
• Parents as partners
• Cultural, ethnic, and
  linguistic differences
• Family’s strengths and
  needs
• Child’s strengths and
  needs
SCREENING. Child Find,
                              Process of the
established in the 1960s
                                  IFSP
(though not added to law
until 1986) as an effort to
find children with disabilities
and other special needs,
does a screening to find
those children. Those that
need further evaluation go
on to diagnostic testing.
Definition of a couple of terms …
          • VALIDITY: a test that measures
            what it purports to measure.
          • RELIABILITY: how accurate, de-
            pendable, and predictable a test is.
          • SENSITIVITY: ability of a
            screening tool to identify correctly
            children with disabilities.
          • SPECIFICITY: ability of a
            screening tool to correctly identify
            children who do NOT have a
            disability
       Back to IFSP process
DETERMINING ELIGIBILITY. Eligibility for
special education and related services cannot be
made on a single test or assessment. The data
must be gleaned from several domains and
sources. Assessment tools must be in a child’s
native language. This does not mean a tool that
has been TRANSLATED – this screws with the
test’s validity and reliability.
              IFSP process
PLANNING THE PROGRAM – to plan a
program that will benefit the family and the
child; the writing of the IFSP with all domains
considered and a part of the writing. IFSP
outlines what services will be delivered, how
they will be delivered, and what skills and areas
will be addressed.
    End of IFSP process . . .

MONITORING PROGRESS and
EVALUATING THE PROGRAM: the IFSP
should be reevaluated at least once a year.
From these evaluations, the program may be
modified to better suit the
child’s strengths and needs.
TERMINOLOGY
   • Service coordinator: an
     interdisciplinary team member
     responsible for integrating services
     and keeping the family informed and
     involved.
   • Assistive technology: various kinds
     of equipment designed to facilitate
     learning and communication for
     children with disabilities.
   • Itinerant special education
     teacher: a consultant that travels
     between several classrooms for
     service delivery
                TERMINOLOGY
• AUDIOLOGIST: a specially certified
  professional who focuses on hearing
  testing and hearing impairments
• DURATION MEASURES: how long an
  event or behavior lasts.
• FREQUENCY COUNTS: keeping track
  of how often a behavior occurs
• INTERDISCIPLINARY TEAM: several
  different professionals working together
  on a common problem
• IQ TESTS: intelligence tests, norm-
  referenced
TERMINOLOGY
  • LEAST RESTRICTIVE
    ENVIRONMENT: most normalized
    environment in which the needs of a
    child with disabilities can be met
    appropriately.
  • MULTIDISCIPLINARY: involving
    members of various disciplines who
    work independently but exchange
    findings
  • NORM-REFERENCED ASSESSMENT:
    instrument that compares a child’s
    developmental level to a normative
    sample of same-age peers.
                TERMINOLOGY
• ORIENTATION AND MOBILITY
  SPECIALIST: therapist who works with
  children with visual impairments to teach
  awareness of their position in the
  environment, of significant objects, and how
  to move safely and efficiently in the
  environment.
• PATHOLOGIST: professional who focuses
  on diseases or impairments.
• PEDIATRIC OPHTHALMOLOGIST:
  physician who specializes in diseases and
  malfunctioning of the eyes in developmental
  years.
TERMINOLOGY
 • PORTFOLIO: a carefully selected
   collection of a child’s work that is used to
   document growth and development.
 • PSYCHOLINGUIST: one who studies
   and analyzes the acquisition and
   production of language
 • PSYCHOPATHOLOGIST: one who
   specializes in viewing mental disorders
   from a psychological perspective.
 • SECONDARY PREVENTION: providing
   adequate intervention services before the
   condition worsens or affects other areas of
   development.
                TERMINOLOGY
• SERVICE DELIVERY MODEL: a
  formal plan devised by the various
  agencies involved in providing services
  to a child and his/her family.
• STANDARDIZED TESTS: assessment
  instruments that include precise
  directions for administering and
  scoring.
• TRANSDISCIPLINARY TEAM: a
  team that shares the responsibilities for
  assessment, program planning,
  implementation, and evaluation across
  members.
     TYPES OF TEACHER
OBSERVATIONAL ASSESSMENTS:
            • CHECKLISTS
            • FREQUENCY COUNTS
            • DURATION MEASURES
            • ANECDOTAL NOTES
            • RUNNING RECORDS
            • LOGS, JOURNALS,
              DIARIES
            • TIME SAMPLING
            • LANGUAGE SAMPLING
            • PORTFOLIO
   TEACHERS SHOULD NOT:

• MAKE A DIAGNOSIS!!!
• Use LABELS to describe
  children
• Raise parents’ ANXIETY
• TELL parents what to do
• JUMP TO CONCLUSIONS
  without adequate data
TEACHERS SHOULD:

    •   Work well with families
    •   Voice concerns to families
    •   Listen carefully and respectfully
    •   Be knowledgeable
    •   Be culturally sensitive
    •   Work collaboratively with parents
    •   Remember that all children (and
        all parents) are different and
        unique.
       PROCESS OF THE IEP
Same as for IFSP: screen,
diagnose, plan program,
monitor, and evaluate.
• Should include
  –   child’s present levels
  –   Long term goals
  –   Short term objectives
  –   Specific services to be provided
  –   Accountability
  –   Where and when
     WHO IS ON THE TEAM???
•   PARENTS                          •   Psychologist
•   Child’s regular classroom        •   Medical Doctor
    teacher                          •   Speech-Language Pathologist
•   Child’s special education        •   Community support person
    teacher                          •   Social Worker
•   Principal or vice-principal or   •   Orientation and Mobility
    program head (LEA                    Specialist
    representative)
•   A person who can interpret the   •   Lawyers
    data                             •   Behavior specialists
•   Service coordinator or           •   Assistive technology specialist
    equivalent                       •   Vision Specialist
•   School counselor or equivalent   •   ASL interpreter
•   Interpreter                      •   Other interested or involved
•   Physical therapist                   parties
•   Occupational therapist
Informal Assessment Measures

Checklist: a method      Frequency Count:
of documenting the       keeping track of how
presence or absence of   often a behavior
skill or behavior in a   occurs.
developmental              ~watch how many
sequence.                  times players in
  ~class activity          white shirts pass ball
                         http://viscog.beckman.uiuc.edu/gr
                            afs/demos/15.html
Informal Assessment Measures

Running Records:          http://www.youtube.c
detailed account of a       om/watch?v=-
segment of time,            ulsq4a2SCg&feature
                            =related
recording all behaviors
and quotes during that
time.
  ~write down
  EVERYTHING exactly
Informal Assessment Measures

Logs, Journals,            Time sampling:
Diaries: a form of         method of recording
observation technique      where children are by
that involves making a     choice at a certain
page of notes about        time, measuring
children’s behavior in a   attention span and
cumulative journal.        interests.
Informal Assessment Measures

Anecdotal Notes:          Portfolio: a carefully
Factual narrative of an   selected collection of a
incident                  child’s work that is
                          used to document
                          growth and
                          development.
Informal Assessment Measures

Duration Measures:       ~ how many times
How long an event or     does he use the
behavior lasts           letter Q?
  ~ about 4 minutes
  ~ how many            http://www.youtube.c
  questions Will asks     om/watch?v=GoGZ7
                          rhZNHo
  ~ how many letters
  in his answer?