mini-lesson: the individualized family service plan (ifsp ... · mini-lesson: the individualized...

Mini-Lesson: The Individualized Family Service Plan (IFSP)

Introduction The Individualized Family Services Plan (IFSP) is defined in the Infant & Toddler Connection of Virginia Practice Manual (2010) as “a written plan for providing early intervention supports and services to eligible children and families that:

Is developed jointly by the family and appropriate qualified practitioners providing early intervention supports and services;

Is based on the multidisciplinary assessment for service planning; and Includes results or outcomes and supports and services necessary to enhance the

development of the child and the capacity of the family to meet the special needs of the child.”

While an accurately developed written IFSP is critical in early intervention, the IFSP process is equally important. This process flows naturally from the first discussion with the family at referral, through eligibility determination, and the assessment for service planning. The family is supported to fully participate in all aspects of the development of the IFSP. As a reminder, information related to the IFSP can also be found in the Infant & Toddler Connection of Virginia Practice Manual and in the Service Pathway online module located at: http://www.eitraining.vcu.edu/

Infant & Toddler Connection of Virginia Practice Manual - Ch 7 - IFSP Development Service Pathway online module

o Ch 7 - IFSP Development o Ch 8 - IFSP Implementation and Review

Reviewing the Instructions for Completing the IFSP All early intervention practitioners in Virginia’s Part C system should be familiar with the Instructions for Completing Virginia’s IFSP Form, which is found in the Infant & Toddler Connection of Virginia Practice Manual, Chapter 7. As part of IFSP teams, practitioners must understand the IFSP form and what is required to complete it. They must also understand the process that is used to gather information from families and collaborate with team members so that the IFSP that is developed is individualized, useful to families, and guides the

intervention team towards positive outcomes for children. Introduction & Review Activity #1 – IFSP Crossword Puzzle

Virginia Early Intervention Professional Development Center www.eipd.vcu.edu

Integrated Training Collaborative © 2011


Documenting Family and Child Information on the IFSP Developing a well-written IFSP is a team effort that involves participation and input from all IFSP team members, including the family. Initial information is often gathered from families at the first intake appointment, and is developed further during subsequent

meetings. This information is used to inform the eligibility determination process, assessment for service planning, and IFSP development. The IFSP becomes a central place to capture and summarize the information gathered, and should be written in clear language so that all team members can understand and use the information to guide the implementation of supports and services. Practice/Application Activities Activity #2 – Capturing Family Information on IFSP Activity #3 – Writing a Complete IFSP Narrative

Connecting Information across the IFSP The IFSP documents a great deal of information about a child and family. The different parts of the plan are all interconnected and build on each other to inform the decisions that are involved with providing early intervention supports and services to families. Recognizing the interconnected nature of the IFSP can help practitioners understand the inherent flexibility of the plan and its

many uses, which include documenting a child’s development; outlining family priorities and child outcomes that guide the process; justifying the medical necessity of services; tracking any changes in outcomes and services; reflecting changes in the child’s development over time; and preparing for transition to supports beyond the Part C system. Practice/Application Activities Activity #4 – Connecting the Dots between Outcomes and the IFSP Activity #5 – Determining IFSP Supports & Services Activity #6 – Understanding the Process of Transition




Keeping the Importance of the IFSP in Sight Because IFSP development is central to the early intervention process, practitioners can benefit from reviewing what they know about the IFSP. By reading early intervention literature, meeting regularly with IFSP team members, critically examining local processes, and reviewing the team’s knowledge and understanding

of the IFSP, practitioners can keep their practices current and be better prepared to support the families they meet. Reflection & Review Activity Activity #7 – Shoot the Hoop




Activity Guide #1 IFSP Crossword Puzzle

Purpose of Activity – INTRODUCTION & REVIEW The purpose of this activity is to introduce new practitioners to the Instructions for Completing the Virginia IFSP Form that can be found in Chapter 7 of the Infant & Toddler Connection of Virginia Practice Manual. Length of Time 30 minutes for groups depending on group size 10 minutes for individual review Resources Needed Handout – IFSP Crossword Puzzle

IFSP Crossword Puzzle Answer Key Infant & Toddler Connection of Virginia Practice Manual – Instructions for

Completing the Virginia IFSP Form Specific Steps for GROUPS 1. Prior to this activity, instruct learners to read the Instructions for Completing the

Virginia IFSP Form which can be found in Chapter 7 of their Practice Manuals. Advise them to flag any places in the Instructions where they have questions.

2. To introduce this activity, instruct learners to take 3 minutes to review the Instructions for Completing the Virginia IFSP Form which they should have read previously.

3. Give out the handout, IFSP Crossword Puzzle. Learners can work individually to complete the crossword puzzle.

4. When everyone has completed the puzzle, instruct learners to work in pairs to check their answers.

5. Ask for a volunteer pair to share their answers. 6. Elaborate on the answers to the crossword puzzle and invite learners to ask

questions about the puzzle answers. 7. Once questions about the puzzle have been answered, open up the discussion to

answer other questions learners noted when they read the Instructions. You can either do this through a large group discussion. Or, have each pair try to answer their own questions then share one question and answer with the large group (after a 10 minute work period).

8. To wrap-up this activity, invite learners to share one thing they learned or want to be sure to remember about completing the IFSP form.




Specific Steps for INDIVIDUALS 1. Read the Instructions for Completing the Virginia IFSP Form which can be found in Chapter 7 of your Practice Manual. Flag any places in the Instructions where you have questions. 2. Complete the handout, IFSP Crossword Puzzle. 3. Check your answers using the IFSP Crossword Puzzle Answer Key. 4. If you have any questions about answers to the puzzle or about the Instructions, discuss them with your supervisor or a colleague. 5. To wrap-up this activity, note one thing you have learned or want to be sure to

remember about completing the IFSP form.




IFSP Crossword Puzzle

Across 1. Resources, _______, and concerns are listed on IFSP page 2 2. Method indicated on IFSP page 6 “when provider provides a service to the child and/or family” 4. The name of the ______ coordinator is listed on IFSP page 1 5. Transition ______ conference information is documented on IFSP page 7 7. EI services must start within _____ calendar days after the family signs the IFSP 8. When a change is needed to a child’s outcomes, an IFSP _____ must be held 10. Page of the IFSP where the name of the service provider is recorded 12. Must be provided if service will not occur in the child’s natural environment 16. Written summary of the child’s development 18. It is not acceptable to list a ______ for frequency of services (such as 1-2x/week) 19. All dates on the IFSP must include month, ___, and year Down 1. Example of an intervention or treatment procedure 3. Learning ______ and activities are listed on IFSP page 5 6. ______ certification may be used to document medical necessity of services 9. IFSP date = date the _____ signs the IFSP 11. All outcomes and goals must be _________ so that everyone knows when the outcome is achieved 13. Date by which the outcome or goal can reasonably expected to be achieved 14. Length of time the service is to be provided during each visit 15. The _____ IFSP must be developed within 365 days of the initial IFSP 17. Services deemed necessary by the IFSP team for the child/family to achieve IFSP outcomes




IFSP Crossword Puzzle

Answer Key

Across 1. Resources, PRIORITIES, and concerns are listed on IFSP page 2

2. COACHING - Method used when provider provides a service to the child and/or family

4. The name of the SERVICE coordinator is listed on IFSP page 1

5. Transition PLANNING conference information is documented on IFSP page 7

7. EI services must start within THIRTY calendar days after the family signs the IFSP

8. When a change is needed to a child’s outcomes, an IFSP REVIEW must be held

10. ADDENDUM - Page of the IFSP where the name of the service provider is recorded

12. JUSTIFICATION - Must be provided if service will not occur in the child’s natural environment

16. NARRATIVE - Written summary of the child’s development

18. It is not acceptable to list a RANGE for frequency of services (such as 1-2x/week)

19. All dates on the IFSP must include month, DAY, and year

Down 1. POSITIONING - Example of an intervention or treatment procedure

3. Learning OPPORTUNITIES and activities are listed on IFSP page 5

6. PHYSICIAN certification may be used to document medical necessity of services

9. IFSP date = date the PARENT signs the IFSP

11. All outcomes and goals must be MEASURABLE 13. TARGET - Date by which the outcome or goal can reasonably expected to be

achieved

14. INTENSITY - Length of time the service is to be provided during each visit

15. The ANNUAL IFSP must be developed within 365 days of the initial IFSP

17. ENTITLED - Services deemed necessary by the IFSP team for the child/family to

achieve IFSP outcome




Activity Guide #2 Capturing Family Information on IFSP Page 2

Purpose of Activity – PRACTICE/APPLICATION The purpose of this activity is allow learners to practice writing a complete, informative description of a family’s daily activities and routines and priorities, resources, and concerns on IFSP page 2. Length of Time 30 minutes for groups depending on group size 10 minutes for individual review Resources Needed Infant & Toddler Connection of Virginia Practice Manual - Ch. 7 – Instructions for

Completing the Virginia IFSP Form Handouts - Case Study – Dashawn Smith

IFSP Page 2 – Example A IFSP Page 2 – Example B (from the sample IFSP for Dashawn)

Blank IFSP Page 2 Specific Steps for GROUPS 1. Discuss the requirements for what information should be included on IFSP page 2

as indicated in the Instructions for Completing the Virginia IFSP Form, Infant & Toddler Connection of Virginia Practice Manual, Ch. 7.

2. Have learners read the case study then briefly summarize information we know about Dashawn.

3. Ask learners to review the IFSP Page 2 – Example A handout. 4. Instruct learners to work in small groups (2-3 learners) to identify what information is

missing on IFSP Page 2 – Example A. 5. Have each small group rewrite IFSP Page 2 of Dashawn’s IFSP (using the blank

IFSP Page 2 copy) so that it captures more information from the case study. 6. Once each group has revised IFSP page 2, instruct groups to trade papers, so that each group is reviewing another group’s work. Instruct the groups to provide constructive feedback in writing on the page they are reviewing.

7. After 5 minutes, have each group return their reviewed IFSP Page 2 to the group who wrote it.

8. Discuss with the large group how everyone did with revising IFSP Page 2. Invite learners to share what went well and any challenges with completing IFSP Page 2 for Dashawn’s family.

9. Hand out IFSP Page 2 – Example B and ask the groups to review it and compare it to the page they wrote.




Consider the following: o Would the IFSP Page 2 that your group wrote provide the IFSP team with enough information to help individualize Dashawn’s outcomes and goals?

o Is there any additional information that you would like to have about Dashawn and his family? If yes, what questions would you ask Ms. Smith?

o What do you do when you ask families for information about their activities, routines, priorities, resources, and concerns and they give you very little information?

10. Debrief by reviewing the handout – 10 Great Questions To Help You Learn About Families.

Specific Steps for INDIVIDUALS 1. Review the requirements for what information should be included on IFSP page 2 as

indicated in the Instructions for Completing the Virginia IFSP Form, Infant & Toddler Connection of Virginia Practice Manual, Ch. 7.

2. Read the case study then briefly summarize information we know about Dashawn. 3. Review the IFSP Page 2 – Example A handout and identify what information is

missing. 4. Rewrite IFSP Page 2 of Dashawn’s IFSP (using the blank IFSP Page 2 copy) so that

it captures more information from the case study. 5. Compare your revision with IFSP Page 2 – Example B. 6. Think about how you would answer the following questions:

o Would the IFSP Page 2 that you wrote provide the IFSP team with enough information to help individualize Dashawn’s outcomes and goals?

o Is there any additional information that you would like to have about Dashawn and his family? If yes, what questions would you ask Ms. Smith?

o What do you do when you ask families for information about their activities, routines, priorities, resources, and concerns and they give you very little information?

7. Read the handout – 10 Great Questions To Help You Learn About Families.



IFSP Page 2 – Example A

Child’s Name: Dashawn Smith Infant & Toddler IFSP Date: 3-29-10 DOB: 2-10-08 Connection of Virginia Page 2 IIa. Child and Family Activities (What we want the people helping us to know about our everyday routines and activities: places we go or would like to go, people we are with or would like to be with, activities we do or would like to do, and activities our child enjoys.) Dashawn gets up early and goes to daycare. After his mom picks him up, he comes home and plays with his sister and his dog. He likes bath time and going to the park.

IIb. Family Identified Resources, Priorities, & Concerns (What we want the people helping us to know about the resources and supports we have and the concerns and priorities we have about our child’s development.)

Voluntary! Your child can still receive services if you do not complete section IIb. _____ Parent initial if choosing not to provide this information. _____ Parent initial if choosing not to include this information

in the IFSP. Talk like other kids his age and not have so many tantrums.



IFSP Page 2 – Example B

Child’s Name: Dashawn Smith Infant & Toddler IFSP Date: 3-29-11 DOB: 2-10-09 Connection of Virginia Page 2 IIa. Child and Family Activities (What we want the people helping us to know about our everyday routines and activities: places we go or would like to go, people we are with or would like to be with, activities we do or would like to do, and activities our child enjoys.) Dashawn loves to go for rides in his wagon in the afternoon after he and his mother get home. He loves swinging in the bucket swing at the park and playing in the sandbox. His favorite things to do at home are looking at his Clifford books, playing with his red Clifford ball and his trains, splashing in the bathtub, and running after the family dog and his big sister. During the day when his mother is at work, Dashawn stays with a babysitter, where he likes to play with the other children. On the weekends, his family runs errands, visits family, and spends time at the mall.

IIb. Family Identified Resources, Priorities, & Concerns (What we want the people helping us to know about the resources and supports we have and the concerns and priorities we have about our child’s development.)

Voluntary! Your child can still receive services if you do not complete section IIb. _____ Parent initial if choosing not to provide this information. _____ Parent initial if choosing not to include this information

in the IFSP. Dashawn’s mother would like for Dashawn to be able to talk like other children his age. Dashawn gets frustrated a lot during the day when he doesn’t get what he wants fast enough and when his mother can’t understand him. His sister usually knows what he wants and will talk for him. Dashawn’s mother is concerned that Dashawn might have autism like their neighbor’s child and has scheduled to have him tested at the local children’s hospital in May. Dashawn’s mother also shared that it is hard to go to the mall and on other errands with Dashawn because of his tantrums. Dashawn’s grandparents live nearby and Dashawn and his family see them every weekend. Dashawn’s babysitter is a close friend of Dashawn’s mother and is a great support to the family. Dashawn’s father lives in another state and sees Dashawn about twice a year when he is in town.



Great Questions to Help You

Learn About Families During the first contacts with families, much information can be gathered that helps with developing an individualized, meaningful IFSP. The information that is gathered at the beginning of the early intervention process informs how the team proceeds with eligibility determination, assessment for service planning, and IFSP development, specifically with regards to outcome development and recommendations about supports and services. Page 2 of the IFSP form is where some of this information is recorded. The information that is captured on this page should be specific to the child and family, descriptive of child and family activities and interests, and include input directly from the family about what is important to them. The following questions can help you explore with the family their priorities and activities so that the information you collect can be used to individualize the early intervention process.

1. Can you tell me about your child?

2. How does your child spend a typical day?

3. What are your child’s/ family’s favorite things to do?

4. What parts of the day go well for you and your child?

5. Are there parts of the day or things you and your child do that are

difficult? Tell me about these.

6. Are there places you and your child like to go?

7. Are there places you and your child would like to be able to go?

8. Do you have family and/or friends in the area with whom you and your child like to spend time?

9. What would make your life easier with your child?

10. What would you like to see your child be able to do?




Activity Guide #3 Writing a Complete IFSP Narrative

Purpose of Activity – PRACTICE/APPLICATION The purpose of this activity is to promote well-written IFSP narratives and give learners the opportunity to critique and improve a Page 3 Narrative. Length of Time 30 minutes for groups depending on group size 10 minutes for individual review Resources Needed Handouts – IFSP page 3 – Example A

IFSP page 3 – Example B (from the sample IFSP for Dashawn) Flip chart and markers (or paper and pen for individual review) Small prizes (candy, trinkets, etc.) Specific Steps for GROUPS 1. Quickly ask the large group to tell you on which page of the IFSP is the narrative

written (page 3). Give the person with the fastest correct answer a small prize.

2. As a large group, discuss the importance of developing a well-written IFSP narrative (IFSP page 3). Talking Points o A well-written IFSP narrative includes all of the required information as indicated

at the top of the narrative on IFSP page 3 and in the Infant & Toddler Connection of Virginia Practice Manual (Chapter 7).

o The IFSP narrative should paint a picture of the child’s development and his ability to interact and participate in things he likes to do and his family’s activities and daily routines.

o The IFSP narrative also informs the child’s parents, other IFSP team members, the child’s physician, and reimbursement sources about the child’s abilities and the reason why the child’s services are medically necessary.

3. Develop a list of the components of a well-written IFSP narrative with feedback from the large group. Record this list on the flip chart. These components include: o Referral source o Reason for referral




o Medical diagnoses o Pertinent health and physical development information (based on medical record

review): Pertinent medical history based Clinical signs and symptoms Current health status

o Statement of child’s present levels of development in all areas: Cognition Communication (expressive and receptive) Motor (gross and fine) Social-emotional Adaptive

o Vision and hearing screening results o Summary of functional strengths and limitations

4. Instruct participants to get into small groups of 2-3 learners. If possible, have each

group include a variety of EI service providers, similar to those found on assessment for service planning teams and/or IFSP teams in your locality. Each group should include at least one service coordinator.

5. Have each group elect a writer, who will be the person with the fewest visits scheduled for the week. That person should then get a piece of flip chart paper and a marker.

6. Pass out the handout, IFSP page 3 – Example A, and give the groups 10 minutes to read and discuss. Instruct the small groups to find the 10 errors in the narrative. The writer for each group should list the errors the group finds on the flip chart paper. When a group has found 10 errors, all group members should stand. The first group to correctly identify the 10 errors wins a small prize.

7. When the first group stands, instruct all other groups to stop working. 8. Invite the first group to stand to share their list of errors with the large group. Other

groups should check off errors on their lists that are mentioned by the first group and identified as correct. If the first group does not correctly find the 10 errors, the group with the most items correctly checked off of their list should go next. Continue until a group has identified all 10 errors and wins the prize. (Check the groups’ answers using the cheat sheet found at the end of this activity.)

9. Debrief by discussing each error and inviting the large group to try to improve the narrative. For each error, ask the large group: o Why is this information important? o How might you revise this narrative to fix the error?

10. Once all errors have been discussed, pass out IFSP page 3 – Example B from the

sample IFSP for Dashawn. Give learners 5 minutes to read and discuss differences between Examples A and B in their small groups.

11. Debrief by inviting comments comparing the two examples.




Ask the large group: o Would Example A help you feel confident in developing meaningful, individualized IFSP outcomes and goals with Dashawn’s family? Why or why not?

o Would Example B help you feel confident in developing meaningful, individualized IFSP outcomes and goals with Dashawn’s family? Why or why not?

12. Complete the activity by asking learners to share one thing they will remember to

include in a well-written IFSP narrative. Record their suggestions, type them up, and distribute or post in a common area as a reminder of what was learned.

Specific Steps for INDIVIDUALS 1. Ask yourself: Why is it important to develop a well-written IFSP narrative (IFSP page

3)? Consider the following: o A well-written IFSP narrative includes all of the required information as indicated

at the top of the narrative on IFSP page 3 and in the Infant & Toddler Connection of Virginia Practice Manual (Chapter 7).

o The IFSP narrative should paint a picture of the child’s development and his ability to interact and participate in things he likes to do and his family’s activities and daily routines.

o The IFSP narrative also informs the child’s parents, other IFSP team members, the child’s physician, and reimbursement sources about the child’s abilities and the reason why the child’s services are medically necessary.

2. Consider the following list of required components of the IFSP narrative: These components include: o Referral source o Reason for referral o Medical diagnoses o Pertinent health and physical development information (based on medical record

review): Pertinent medical history based Clinical signs and symptoms Current health status

o Statement of child’s present levels of development in all areas: Cognition Communication (expressive and receptive) Motor (gross and fine) Social-emotional Adaptive




o Vision and hearing screening results o Summary of functional strengths and limitations

3. Read the handout entitled IFSP page 3 – Example A and find the 10 errors in the

narrative. Check your answers using the cheat sheet at the end of this activity. 4. Once you have identified each error, think about how you would improve the

narrative and correct the errors. For each error, ask yourself: o Why is this information important? o How might you revise this narrative to fix the error?

5. Once you have found all 10 errors, read the handout, IFSP page 3 – Example B,

from the sample IFSP for Dashawn. Think about the differences you see between Examples A and B.

Ask yourself: o Would Example A help you feel confident in developing meaningful, individualized IFSP outcomes and goals with Dashawn’s family? Why or why not?

o Would Example B help you feel confident in developing meaningful, individualized IFSP outcomes and goals with Dashawn’s family? Why or why not?

6. On a blank piece of paper, write down three things you would like to remember

about developing a well-written IFSP narrative. Post your ideas in your office to remind you of what you have learned.



IFSP Page 3 – Example A

Child’s Name: Dashawn Smith Infant & Toddler IFSP Date: 3-29-11 DOB: 2-10-09 Connection of Virginia Page 3 III. Team Assessment Narrative Include the referral source and reason for referral, any medical diagnoses (especially those related to the reason for referral), pertinent health and physical development information (including pertinent medical history, clinical signs and symptoms, current health status), a statement of child’s present levels of development in all areas of development, vision and hearing screening results, and a summary of functional strengths and limitations. Dashawn was referred to the Infant & Toddler Connection of Wonderland by his pediatrician, Dr. Curry. Dr. Curry sent over copies of the developmental screening and M-CHAT he completed with Dashawn. Based on parent report, Dashawn was born full-term, weighing 8lbs 3 oz, following an uncomplicated pregnancy. He has a history of ear infections and his sister received speech therapy when she was a toddler. Dashawn’s mother is not concerned about his hearing or vision. During the evaluation, Dashawn played with blocks, a ball, looked at books, and pointed to some body parts. He made some animal sounds, used jargon as he played, and said two words. Dashawn interacted with others around him, responded to his name, and following simple directions. He took turns in play, put shapes in a puzzle, and scribbled with crayons. He pretended to feed his Clifford dog and put him to sleep. Dashawn can take off his clothes and occasionally seems to be aware that his diaper is soiled. He eats without any problems except that he chokes often, according to his mother. Based on the evaluation, Dashawn was found eligible for weekly speech therapy services due to developmental delays. He is showing strengths in his gross and fine motor, social, receptive communication and self-help skills. For information about Dashawn’s ratings on the child indicators for overall positive social-emotional development, acquiring and using knowledge and skills, and taking appropriate actions to meet needs, please see the Virginia Child Indicator Summary Form in the early intervention record. The following people participated in the assessment for service planning (Printed name, credentials, role/organization, signature, date):

Alice Smith, mother, 3-29-11

Sarah Jameson, B. S., Service Coordinator, Wonderland CSB, Sarah Jameson, 3-29-11

Robert Cauldwell, M.S., CCC-SLP, Speech-Language Pathologist, Therapy Associates, Robert Cauldwell, 3-29-11

Aesha Martin, M.Ed., Developmental Services Provider, Wonderland CSB, Aesha Martin, 3-29-11

Information from the following assessments completed outside the Infant & Toddler Connection of Virginia system was used to complete the assessment for service planning (Printed name, credentials, organization): n/a




IFSP page 3 – Example A Cheat Sheet 10 Errors

1. No reason for referral is provided. 2. Screenings conducted by the referring physician are mentioned but results are

not provided. 3. Medical information appears to be provided through parent report only. No review

of medical records included. 4. Information about vision and hearing provided by parent report. Results of vision

and hearing screenings not included. 5. Assessment for service planning is referred to as “evaluation” twice in Example

A. The “evaluation” occurs to determine eligibility and is following by the assessment for service planning. The results of the assessment for service planning, including information about the child’s present levels of development and functional strengths and limitations, are described in the narrative.

6. Statement of present levels of development is generally incomplete. Not enough information is provided for the reader to understand what Dashawn is able to do in each area of development.

7. No information is provided about gross motor development. 8. A summary of Dashawn’s functional strengths and limitations is not provided. The description of what Dashawn did at the “evaluation” (third paragraph) lists skills and does not describe how these skills or absence of other skills affects Dashawn’s ability to communicate, interact, play, participate in daily activities and routines, etc.

9. A service recommendation is provided (weekly speech therapy) at the end of the narrative. Children are found eligible for Part C services, not for a specific service. The determination of appropriate supports and services occurs ONLY after outcomes and goals have been developed. Service recommendations should not be included in the narrative.

10. Summary information is only provided for Dashawn’s strengths. The narrative does not make it clear to the reader in which areas Dashawn is showing developmental delays. It is not clear how Dashawn qualifies for Part C services.




Child’s Name: Dashawn Smith Infant & Toddler IFSP Date: 3-29-11 DOB: 2-10-09 Connection of Virginia Page 3 III. Team Assessment Narrative Include the referral source and reason for referral, any medical diagnoses (especially those related to the reason for referral), pertinent health and physical development information (including pertinent medical history, clinical signs and symptoms, current health status), a statement of child’s present levels of development in all areas of development, vision and hearing screening results, and a summary of functional strengths and limitations. Dashawn was referred to the Infant & Toddler Connection of Wonderland by his pediatrician, Dr. Curry, due to concerns for his expressive language development. Dr. Curry completed a developmental screening with Dashawn and his mother at Dashawn’s 24 months well-child visit and noted that Dashawn was only using three words – mama, ball, juice. Dr. Curry also completed the M-CHAT but no concerns for autism were noted based on the screening results. Dr. Curry recommended that Dashawn be tested by the developmental pediatrician at the local children’s hospital, which is scheduled for May. Dashawn also had an audiological exam on March 3, 2011, which found his hearing to be within normal limits. Dashawn was born full-term, weighing 8lbs 3 oz, following an uncomplicated pregnancy. Based on a review of Dashawn’s medical records, the only complication noted after delivery was jaundice, which was treated with a course of phototherapy (lights). Dashawn has a history of three ear infections but otherwise has been a healthy child. Dashawn passed his newborn hearing screening at birth and no concerns have been noted for his vision. All immunizations are up-to-date. Dashawn’s mother reports a family history of delayed communication development, as his sister also received early intervention when she was a toddler. Dashawn was determined eligible for early intervention services due to developmental delay. His assessment for service planning was held in the family’s home with Dashawn, his mother, a speech therapist, a developmental services provider, and the service coordinator present. Dashawn was shy at first, but warmed up quickly to the assessment activities. He especially enjoyed playing with the ball, putting pegs in a pegboard, and scribbling with crayons. As Dashawn warmed up, he began in interact with those around him and would look around to be sure that everyone was watching and clapping for him. He took turns in play stacking blocks (up to a tower of eight) and knocking the tower down and tossing the ball back and forth. While playing with the ball, at one point Dashawn hit his head on the underside of the table and went to his mother for comfort. He quickly recovered and continued playing. Dashawn was able to follow directions to locate the ball, to give the ball to his mom, and other 1-2 step commands. During the assessment, Dashawn responded to his name, pointed to pictures in a book, and pointed to 5 body parts on a doll and himself. When looking at the book, Dashawn made the “woof” and “meow” sounds to pictures of dogs and cats, and used some jargon in play. The only true words heard today were “mama” and “ball.” Dashawn’s mother said that Dashawn can also say “top” for stop, to tell his sister to stop bothering him. Dashawn’s mother reports that Dashawn has tantrums often during the day when he gets frustrated or tired. Because Dashawn’s tantrums are so frequent, his mother said that it is difficult to take him out on errands and to the mall. Dashawn’s mother and sister have started trying to teach Dashawn a few signs (more, cracker, car) but Dashawn has not yet begun to use them. Dashawn attended well to activities where he played one-on-one with an adult. He put the shapes in the puzzle and looked to the educator who was playing with him for help when the triangle would not fit correctly. He enjoyed scribbling and copying lines and playing a matching game during which he matched three objects on request. Dashawn played pretend with his Clifford stuffed animal, pretending that Clifford was eating and going to sleep. When Dashawn wanted to play a different game, he would put his hands on the toy bag that contained the testing materials, look at the educator, and vocalize “uh-uh.” He was very purposeful in his communication but was not able to imitate words or sounds in play today. Dashawn is able to move about independently by walking, climbing, and running. His mother reports that Dashawn’s ability to move is his greatest strength. Dashawn can push and carry large objects, like his child-sized chairs. He can jump from the bottom step in his house, climb up onto the couch to sit, and throw a large ball without falling. Dashawn helps put laundry away and helps thrown trash away when asked. He can take off his clothes and occasionally seems to




Child’s Name: Dashawn Smith Infant & Toddler IFSP Date: 3-29-11 DOB: 2-10-09 Connection of Virginia Page 3 be aware of his diaper being soiled. Dashawn will vocalize to get assistance, using the same “uh-uh” sounds mentioned earlier, and will point to what he wants if out of his reach. Dashawn eats well but has trouble chewing his food. His mother reports that he will sometimes pack his cheeks “like a squirrel” then choke trying to swallow. She also reports that when he was an infant, he took a long time to drink his bottle. Dashawn can feed himself using his fingers and will sometimes use a spoon. He also drinks from a sippy cup and will say “-ush” to get juice when his cup is empty. Based on the assessment, Dashawn’s is showing strengths in his gross and fine motor, social, receptive communication, and self-help skills. His is showing developmental delays in his expressive communication and cognitive development. His expressive communication is limited by the fact that Dashawn is only using 4 words consistently at this time and seems to have a limited variety of sounds. He seems to have some difficulty coordinating the movements of his mouth to chew and to make sounds. Dashawn’s cognitive delay appears to be related to his expressive communication, as his problem-solving skills appear to be appropriate for his age. For information about Dashawn’s ratings on the child indicators for overall positive social-emotional development, acquiring and using knowledge and skills, and taking appropriate actions to meet needs, please see the Virginia Child Indicator Summary Form in the early intervention record. The following people participated in the assessment for service planning (Printed name, credentials, role/organization, signature, date):

Alice Smith, mother, 3-29-11

Sarah Jameson, B. S., Service Coordinator, Wonderland CSB, Sarah Jameson, 3-29-11

Robert Cauldwell, M.S., CCC-SLP, Speech-Language Pathologist, Therapy Associates, Robert Cauldwell, 3-29-11

Aesha Martin, M.Ed., Developmental Services Provider, Wonderland CSB, Aesha Martin, 3-29-11

Information from the following assessments completed outside the Infant & Toddler Connection of Virginia system was used to complete the assessment for service planning (Printed name, credentials, organization): n/a




Activity Guide #4 Connecting the Dots between Outcomes and the IFSP

Purpose of Activity – PRACTICE/APPLICATION The purpose of this activity is to encourage learners to “connect the dots” between IFSP outcomes and information that is recorded on the IFSP prior to and after outcome development. Length of Time 45 minutes for groups depending on group size 15 minutes for individual review Resources Needed Handout – Sample IFSP for Dashawn (copy for each learner) Highlighter pens in various colors

Specific Steps for GROUPS 1. Ask the large group - Why do you think the IFSP outcomes are always developed

after information is gathered from families about their activities, priorities, resources, etc. and after the assessment for service planning? Discussion The information gathered from families and from the assessment informs the outcome development process so that outcomes and goals are individualized, useful to families, and based on the child’s unique strengths and needs and the family’s priorities, concerns, resources, and daily activities and routines.

2. Consider how the outcomes should be directly connected to the information recorded on the IFSP, both before outcome development (i.e., information recorded on Pages 2-4) and after outcome development (i.e., information recorded on Pages 6-9).

Consider the following: o How might the development of IFSP outcomes be different if the determination of

supports and services came first? o How might the development of the IFSP outcomes be different if they were only

based on information gleaned from the developmental assessment?

3. To help learners consider how the parts of the IFSP are connected, instruct them to work in small groups to “connect the dots” between the outcomes and the rest of the plan.




4. Each group will identify one outcome or goal to focus on from the sample IFSP for Dashawn. (If none of the groups choose to focus on the long-term outcome, do this activity with the long-term outcome together as a large group.)

5. Instruct each group to identify a member who will be the “official highlighter” for this activity. Each group should choose a different color highlighter pen.

6. Instruct each group to review the rest of Dashawn’s IFSP and highlight all of the instances where information was provided that relates to their chosen outcome or goal. Groups should consider each page of the IFSP (including the rest of Page 5).

7. Debrief by inviting each small group to show the large group their highlighted IFSPs and share their observations.

Consider the following: o Did your group find a link between your outcome/goal and IFSP Pages 2 and 3?

If not, what was missing? o Did your group find a link between your outcome/goal and IFSP Pages 5, 6, and

9? If not, why not? o Do you feel that the outcome/goal you reviewed was individualized for Dashawn

and his family? If yes, what makes you think that? If no, why not?

Talking Points o Each IFSP outcome and goal should connect to IFSP Pages 2-3 as these pages

inform the outcome development process. IFSP Page 2 provides information about what is important to the child’s family related to the child’s development. IFSP Page 3 is used to describe what strengths and limitations the child is currently demonstrating based on assessment information.

o IFSP outcomes and goals should link to appropriate supports and services that will help the family encourage the child’s development and participation in activities that support the child’s ability to reach the outcomes and goals on the IFSP.

o Consideration of a child’s future transition needs may also be included in the IFSP outcome development discussion. How much transition is considered in outcome development may depend on the child’s age, transition destination, and family priorities.

o Changes to outcomes and goals require an IFSP review meeting and completion of IFSP page 9 (see Ch 7 of the Practice Manual for a few exceptions). When a change is made, information summarizing the reason for the change and specifically what change is being made is recorded on Page 9. These changes should also be reflected on other IFSP pages as appropriate (i.e., if short-term goals were met, changed, or added, this should also be documented on IFSP Page 5).




Specific Steps for INDIVIDUALS 1. Consider this question - Why do you think the IFSP outcomes are always developed

after information is gathered from families about their activities, priorities, resources, etc. and after the assessment for service planning? The information gathered from families and from the assessment informs the outcome development process so that outcomes and goals are individualized, useful to families, and based on the child’s unique strengths and needs and the family’s priorities, concerns, resources, and daily activities and routines.

2. Outcomes should be directly connected to the information recorded on the IFSP, both before outcome development (i.e., information recorded on Pages 2-4) and after outcome development (i.e., information recorded on Pages 6-9).

Ask yourself: o How might the development of IFSP outcomes be different if the determination of

supports and services came first? o How might the development of the IFSP outcomes be different if they were only

based on information gleaned from the developmental assessment?

3. To help you think about how the parts of the IFSP are connected, review the sample IFSP for Dashawn to “connect-the-dots” between the outcomes and the rest

of the plan. 4. Begin by reviewing IFSP Page 5 of Dashawn’s IFSP. Choose a different color

highlighter for each outcome and goal. Mark each outcome or goal with your chosen color.

5. Now, review each page of the IFSP, looking for instances where information is provided that relates to Dashawn’s outcome or one of his goals. Highlight the information using the color that corresponds to specific outcome or goal on which you are working (i.e., use an orange highlighter to indicate information on the IFSP that corresponds to Dashawn’s long-term outcome).

6. Once you have finished analyzing Dashawn’s IFSP, ask yourself:

o Did you find a link between your outcome/goal and IFSP Pages 2 and 3? If not, what was missing?

o Did you find a link between your outcome/goal and IFSP Pages 5, 6, and 9? If not, why not?

o Do you feel that the outcome/goal you reviewed was individualized for Dashawn and his family? If yes, what makes you think that? If no, why not?

Consider the following: o Each IFSP outcome and goal should connect to IFSP Pages 2-3 as these pages

inform the outcome development process. IFSP Page 2 provides information about what is important to the child’s family related to the child’s development. IFSP Page 3 is used to describe what strengths and limitations the child is currently demonstrating based on assessment information.




o IFSP outcomes and goals should link to appropriate supports and services that will help the family encourage the child’s development and participation in activities that support the child’s ability to reach the outcomes and goals on the IFSP.

o Consideration of a child’s future transition needs may also be included in the IFSP outcome development discussion. How much transition is considered in outcome development may depend on the child’s age, transition destination, and family priorities.

o Changes to outcomes and goals require an IFSP review meeting and completion of IFSP page 9 (see Ch 7 of the Practice Manual for a few exceptions). When a change is made, information summarizing the reason for the change and specifically what change is being made is recorded on Page 9. These changes should also be reflected on other IFSP pages as appropriate (i.e., if short-term goals were met, changed, or added, this should also be documented on IFSP Page 5.




Activity Guide #5 Determining IFSP Supports & Services

Purpose of Activity – PRACTICE/APPLICATION The purpose of this activity is to encourage thought and discussion about how IFSP teams determine which supports and services might be appropriate for a child and family. Length of Time 30-45 minutes for groups depending on group size 15 minutes for individual review Resources Needed Handout – What Supports and Services Are Most Appropriate? Flip chart and markers (or paper and pen for individual review) Specific Steps for GROUPS 1. Discuss with the large group the process IFSP teams take in determining

appropriate supports and services for children and families. Talking Points o The goal of early intervention supports and services is to support families through

individualized intervention planning that involves collaborative problem-solving; sharing of intervention strategies that areas of need and build on child and family strengths; and coaching, modeling, and practicing strategies during visits.

o Services should be flexible in helping families find ways to use strategies in the contexts of their daily activities and routines and in the various places they go so that children receive more intervention that what can be provided during an isolated visit with the provider. Intervention should focus on what can be practiced during visits so that the family knows what to do with their child between visits to positively impact the child’s development.

o EI supports and services should only be discussed AFTER assessment for service planning and outcome development have occurred as information from both processes informs the determination of services.

o When discussing options for supports and services, IFSP teams should consider the following:

Information from the child’s assessment for service planning Information from families about the child’s daily activities and routines Family priorities, resources, and concerns IFSP outcomes and identified natural learning opportunities developed in

collaboration with parent/caregivers




How much support the family feels they need to help their child work

towards their goals Supports and services the family accesses outside of the Part C system Whether there is an immediate, critical need, such as with an infant with

feeding issues Whether the team expects the strategies provided to the family to change

frequently How much intervention the child may be able to tolerate, particularly when

determining frequency and intensity (i.e., a child with a heart condition may only be able to tolerate a short 30 minute session rather than a 60 minute session)

The amount of time the child is expected to spend in the program (i.e. a child who enter the Part C system at 10 months of age vs. a child enters at 34 months of age)

Whether a primary provider model is appropriate, with one primary service provider and, if needed, other consultants available to provide ongoing support

2. Invite learners to share their experiences as IFSP team members determining supports and services with families. Identify what goes well on the teams and areas where improvements are needed. Record these insights on the flip chart.

3. Instruct learners to form small groups of 2-3 people to act as IFSP teams. 4. Team members should identify their roles on the team, to include a service

coordinator, service provider, and parent. Encourage learners to choose a role that is different from their usual role to gain a new perspective on the process.

5. Using the handout, What Supports and Services Are Most Appropriate?, assign each IFSP team a child’s scenario. Give teams 10 minutes to determine appropriate supports and services based on their scenario.

6. Each team should designate a writer to record the team’s decision and rationale on a piece of flip chart paper.

7. Debrief by having each team share their decision and rationale. If more than one team is working with the same scenario, discuss the different team decisions to compare and contrast the results of their team discussions.

8. Discus the similarities and differences among the decisions. Invite learners to share their observations and insights about the service determination process in their roles which were different from the typical roles they play on IFSP teams.

9. Revisit the list of strengths and areas for improvement that was developed at the start of this activity. Brainstorm with the large group several strategies for improvement and briefly plan for how to make these improvements happen.

10. Ask each learner to share one thing he or she will take away from this activity.

Specific Steps for INDIVIDUALS 1. Consider the following regarding the determination of supports and services:

o The goal of early intervention supports and services is to support families through

individualized intervention planning that involves collaborative problem-solving;




sharing of intervention strategies; and coaching, modeling, and practicing strategies during visits. Services should be flexible in helping families find ways to use strategies in the contexts of their daily activities and routines and in the various places they go so that children receive more intervention that what can be provided during an isolated visit with the provider. Intervention should focus on what can be practiced during visits so that the family knows what to do with their child between visits to positively impact the child’s development.

o EI supports and services should only be discussed AFTER assessment for service planning and outcome development have occurred as information from both processes informs the determination of services.

o When discussing options for supports and services, IFSP teams should consider the following:

Information from the child’s assessment for service planning Information from families about the child’s daily activities and routines Family priorities, resources, and concerns IFSP outcomes and identified natural learning opportunities developed in

collaboration with parent/caregivers How much support the family feels they need to help their child work

towards their goals Supports and services the family accesses outside of the Part C system Whether there is an immediate, critical need, such as with an infant with

feeding issues Whether the team expects the strategies provided to the family to change

frequently How much intervention the child may be able to tolerate, particularly when

determining frequency and intensity (i.e., a child with a heart condition may only be able to tolerate a short 30 minute session rather than a 60 minute session)

The amount of time the child is expected to spend in the program (i.e. a child who enter the Part C system at 10 months of age vs. a child enters at 34 months of age)

Whether a primary provider model is appropriate, with one primary service provider and, if needed, other consultants available to provide ongoing support

2. Think about your experience as an IFSP team member determining supports and services with families. Identify what goes well with the process and areas where improvements are needed.

3. Using the handout, What Supports and Services Are Most Appropriate?, read each child’s scenario and determine what you think would be appropriate supports and services for that child and family.

4. Discuss your decisions and a rationale for each with your supervisor or a colleague. Think about how different IFSP teams could choose different supports and services for each scenario.

5. Talk with your supervisor or colleague about your observations of strengths and areas for improvement that you developed at the beginning of this activity. Plan




together for ways to facilitate improvements in your practices and those of your IFSP teams.

6. Conclude this activity by choosing one thing you will take away from this activity. Write down your insights and post them on your bulletin board or in another easily accessible place as a reminder of what you have learned.



What Supports and Services Are Most Appropriate? Tanisha Tanisha is a 4 month old girl who has qualified for early intervention due to atypical muscle tone and her diagnosis of Down Syndrome. At the time of Tanisha’s eligibility determination and assessment for service planning, she was not showing any developmental delays. She is able to smile, coo, track movement with her eyes, and has begun to reach for a rattle. When a rattle is placed in her hand, she shakes it and will sometimes look at the rattle. She eats well but still has some challenges with forming a seal around the nipple on the bottle. Tanisha has started to roll, kicks her legs in sequence, and briefly takes weight on her feet. She is starting to sit while propped but has a rounded back and can only maintain this position for a few seconds. Tanisha’s parents feel that she is doing very well right now and have shared that they are “not interested in a lot of services right now.” Tanisha’s IFSP includes outcomes to help her learn to crawl and eventually walk, which were her family’s priorities when the IFSP was developed. Jackson Jackson is a 33 month old boy who has qualified for early intervention due to a provisional diagnosis of autism spectrum disorder and developmental delays in cognition, expressive and receptive communication, fine motor, and social-emotional development. His strengths appear to be in his gross motor and adaptive skills. Jackson uses his abilities to solve problems by himself and his motor abilities (climbing, pulling his mother to what he wants, etc.) to try to get his needs met. Jackson is not yet showing joint attention or engaging others using his gaze, sounds, or words to request what he wants. He vocalizes some repeating sounds and will cry “mamama” when he is upset. He enjoys putting together puzzles and puts shapes in a shape sorter with ease. He also enjoys scribbling with crayons and playing with his “Dinosaur Train” train set and figures by putting the figures in the trains and pulling them around the dining room floor. His mother reports that he will play with his trains for hours. Jackson walks up on his toes and likes to keep an object in each hand as he moves about his home. Jackson is also a very picky eater and will only eat macaroni and cheese and corn chips, according to his mother. Jackson’s IFSP includes outcomes to address his communication abilities, expand his play, and manage his picky eating.



Sam Sam is a 22 month old child who has qualified for early intervention due to global developmental delays. Sam was recently placed with a foster family after being removed from his biological family due to a founded case of abuse. Sam is a quiet child who rarely vocalizes but will scream or cry when he needs something. He enjoys cause and effect play and has begun to put objects in containers when he plays. He still mouths some toys and throws his toys often. Sam’s foster mother reports that he understands simple directions, comes to her for comfort, and has begun to point to what he wants. He walks independently, crawls up steps, and stoops to pick up toys on the floor. He trips easily and seems to lose his balance often. He was using a bottle when he came to his foster family’s home but is transitioning to drinking from a cup. He feeds himself using his fingers and has a good appetite. Sam’s IFSP includes outcomes to address his ability to use words to communicate rather than screaming for what he wants and to expand his play and problem-solving skills. Activities to encourage his motor development were also woven in to his outcomes. Leila Leila is a 26 month old girl who has qualified for early intervention due to developmental delays in cognition and expressive communication. She is a friendly, social child who enjoys playing with her siblings at home and other children at daycare. She uses 8 words consistently, according to her grandmother who is also her guardian. When Leila talks, she leaves both the beginning and ending sounds of off most words. She understands and follows simple directions, but gets very frustrated when she is not understood and will have tantrums that can be challenging for her grandmother to manage. Leila moves about independently, attends well to activities, loves to play with her baby dolls, musical toys, and look at books with her older sister. Her IFSP includes outcomes to expand her vocabulary and improve her articulation of sounds so that she will be less frustrated when trying to communicate.




Activity Guide #6 Understanding the Process of Transition

Purpose of Activity – PRACTICE/APPLICATION The purpose of this activity is to provide learners with information to promote a seamless transition from Part C to the receiving agency, community setting, or home. Length of Time 30 minutes for groups depending on group size 10 minutes for individual review Resources Needed Infant & Toddler Connection of Virginia Practice Manual - Ch. 7 – Instructions for

Completing the Virginia IFSP Form Handouts- Case Study-Dashawn Smith

IFSP Page 7 (from the sample IFSP for Dashawn) Flip Chart and Markers Sound making device (whistle, chimes, etc.) Small prizes or simple incentive for group winners Specific Steps for GROUPS 1. Discuss the requirements for what information should be included on IFSP page 7

as indicated in the Instructions for Completing the Virginia IFSP Form, Infant & Toddler Connection of Virginia Practice Manual, Ch. 7.

2. Have learners read the case study then briefly summarize information we know about Dashawn.

3. Ask learners to review the IFSP Page 7 from the Sample IFSP for Dashawn 4. Divide the group into smaller groups with equal numbers of participants in each

group. 5. Provide each group with a sheet of flip chart paper, preferably the type with sticky

backing to hang on the wall. 6. Provide every participant with a marker. 7. Instruct learners that when sound alerts them to begin, they are to work in their small

groups to identify “Key Ideas” or “Topics of Importance” related to Transition Planning.

8. Taking turns, each member of the small group writes a key idea, phrase, definition, timeline requirement, etc. related to Transition Planning.

9. Turns continue until the leader calls “Time is up.” (10 minutes) 10. When time is up, the facilitator asks for one team member to provide one key idea,

phrase, definition, timeline requirement, etc. If any other team has the same




element, no team gets a point. If only one team has that element, one point is earned.

11. Continue through the groups until all items have been discussed. The team with the most points is the winner.

12. Following this discussion, revisit the information the large group discussed about Dashawn at the beginning of the activity and answer the following questions: o If Dashawn’s family lived in your locality, what other transition options might be

available for Dashawn? o What roles do you think Dashawn’s service coordinator and speech therapist

might play during the Transition Planning process? How might they help Dashawn and his family prepare for his transition?

13. Consider posting the flip chart sheets around the office as a visual cue/reminder of the discussion surrounding Transition Planning.

Talking Points o Responses that are shared in this activity may be garnered from the Practice

Manual materials, particularly Instructions for Completing the VA IFSP Form and/or from experiences assisting families with Transition Planning.

o “Correct” responses may include but are not limited to: Transition planning begins at the first IFSP meeting. There are many options for transition following Part C including community

settings, Head Start, early childhood special education, etc. Transition may occur because a child no longer qualifies for Part C

services, is “aging out” of Part C services, or has been found eligible for Part B services.

Children cannot be served in both Part C and Part B simultaneously. April 1st is the target date for referral to determine Part B eligibility. Children must be two years old on or before September 30th to be age-

eligible for Part B services in VA. Local school divisions must be notified of potentially eligible children

unless the parent denies the release of this information for the child.

Specific Steps for INDIVIDUALS

1. Review the requirements for what information should be included on IFSP page 7 as

indicated in the Instructions for Completing the Virginia IFSP Form, Infant & Toddler Connection of Virginia Practice Manual, Ch. 7.

2. Read the case study then briefly summarize information we know about Dashawn. 3. Review the IFSP Page 7 – Sample IFSP for Dashawn. 4. Identify a minimum of six (6) “Key Ideas” or “Topics of Importance” related to

Transition Planning. This may include key ideas, phrases, definitions, timeline requirements, etc.

5. Consider the following questions: o If Dashawn’s family lived in your locality, what other transition options might be

available for Dashawn?




o What roles do you think Dashawn’s service coordinator and speech therapist

might play during the Transition Planning process? How might they help Dashawn and his family prepare for his transition?

6. Consider posting your listing in a conspicuous office space to remind you of this important topic.



IFSP Page 7 - Example

Child’s Name: Dashawn Smith Infant & Toddler IFSP Date: 3-29-11 DOB: 2-10-09 Connection of Virginia Page 7 VII. Transition Planning The following information about transition is discussed beginning at the initial IFSP: o Transition happens when your child leaves early intervention. The planning on this page will help you and your child move

smoothly from early intervention to whatever comes next for your child. o Options after early intervention (examples: community programs like neighborhood nursery schools, Head Start, early childhood

special education through the public schools). o Possible timing of transition

When your child reaches age level in all developmental areas and meets no other eligibility requirements for early intervention When your child reaches his/her third birthday, which is the end of eligibility for early intervention When and if your child becomes eligible for early childhood special education services through the public schools (between

age 2 and 3), if you are interested in those services. Children may not be served in early intervention and early childhood special education through the public schools at the same time.

This information was discussed on 3-4-10 (date) by __SJ______ (initials of service coordinator)

Important Dates for Transition Planning: 4-1-11 - target date for referral to determine eligibility if you are interested in early childhood special education services through your local school system (referral must occur by April 1 of the year your child turns 2 by Sept. 30 if you want your child to begin school on the first day of the next school year). 2-10-12 (date of child’s 3rd birthday) – date on which your child is no longer eligible to receive early intervention

Notification to the Local School Division: Our child’s name, address, phone number and birth date will be sent to the Wonderland Public Schools no later than 4-1-11 unless we disagree. Sending this information helps the school division to know who in the community may be eligible for special education services. This is not a referral for such services and does not mean you are interested in such services.

I do not want my child’s name, address, phone number and birth date sent to the local school division.

I have changed my mind and agree to have this information sent to the local school division.

(parent initials/date)

Date Notification Sent: 4-1-11 (parent initials/date)

Transition Planning Requirements

The transition activities completed will depend on your transition plans and family preferences.

Transition Steps/Activities

Based on your transition plans and family preferences, your service coordinator will:

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1. Help your family explore community program options, which may include early childhood special education services, for your child a. Provide information, including program contact information, about community options

following early intervention, as desired by your family. Information provided on the following programs: Wonderland Public Schools, YMCA Early Head Start Program

b. Arrange for visits to programs, as desired by your family. Programs visited: c. Provide names of other families (with their permission) who have transitioned to programs

the family is considering, as desired by your family. d. Other steps/activities:

6-30-11 ongoing

2. With your permission, make a referral to the local school division or other desired program(s) a. Parent consent obtained on release of information form on 3-29-11 (date) b. With parent consent on release of information form, refer your child and send child-

specific information to the future service provider or program (e.g., assessment reports, IFSP, etc.) List information sent: 4-1-11

c. Referral sent to Wonderland Public Schools (program) on 4-1-11 (date) d. Other steps/activities:

4-1-11 4-1-11 SJ



IFSP Page 7 - Example

Child’s Name: Dashawn Smith Infant & Toddler IFSP Date: 3-29-11 DOB: 2-10-09 Connection of Virginia Page 7

Transition Steps/Activities

Based on your transition plans and family preferences, your service coordinator will:

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3. If your family is considering transition to early childhood special education services, hold the 90-day transition conference between you, your service coordinator, and someone from the new program to plan how to make the transition. a. Parental Prior Notice form provided on 3-29-11 (date)

Parent approves/ does not approve conference. b. Service Coordinator ensures scheduling of conference and participation by required

parties: o Transition conference held on 4-1-11 (date) o The following participated: (Parent - required), (early intervention- required),

(school division - required), Dashawn’s Grandmother (other) (other) c. Results of transition conference (e.g., planning for any further evaluation, IEP meeting

including determination of placement, etc.): Dashawn’s assessment results from his IFSP will be used to determine Part B eligibility. An observation of Dashawn in his natural environment will be scheduled within the next 2 weeks.

4-1-11 4-1-11 SJ

4. Once it has been determined where your child will transition, help your child and family prepare, as desired by your family, for changes in supports and services so you can move smoothly from one program to another a. Your child will transition to on (projected date) b. Help your child and family get ready for the new program/setting by:

9-30-11

5. Discharge your child from the local Part C system on or before his/her 3rd birthday a. Parental Prior Notice form is signed Yes No b. If child is on inactive status: Parental Prior Notice form sent on (date)

Parental Prior Notice form is signed Yes No c. Date of discharge/closure

2-10-12




Activity Guide #7 Shooting the Hoop

Purpose of Activity – REFLECTION & REVIEW The purpose of this activity is to guide learners as they review what they have learned and reflect on how they can use this information in their daily work as part of IFSP development teams. Length of Time 20 minutes for groups depending on group size 10 minutes for individual review Resources Needed Handouts - IFSP Mini-Lesson Review Questions IFSP Mini-Lesson Review Questions – Answer Key Empty waste basket Flip chart and markers (or paper and pen for individual review) Small prizes

Specific Steps for GROUPS 1. Prior to the activity, cut out each question on the IFSP Mini-Lesson Review

Questions handouts. You will want the questions to be on big enough pieces of paper that learners will be able to ball them up and shoot them into the waste basket.

2. At the start of the activity, instruct learners to form at least 2 teams and choose team names.

3. Record team names on the flip chart to keep score during the game. 4. Explain to the teams that this activity will help them reflect and review the

information they have learned from the IFSP Mini-Lesson activities. Here are the game rules:

o Teams will take turns answering review questions. o If the team that picked the question answers correctly, the team gets 1 point. o If the team answers incorrectly, the other team may answer for the point. o The team that answers correctly will also have the opportunity to “shoot the hoop” by balling up the review question and tossing it into the waste basket. If the paper makes it into the basket, that team wins an additional 1 point. If they miss, they do not get the point.

o Play continues until all review questions are answered. o The team with the most points wins the game and the prizes!




5. Choose the team to start the game by having the teams determine which team has

the highest total number of IFSP meetings scheduled for the month. (If multiple team members are attending the same IFSP meeting, that meeting is counted only once.)

6. Keep track of the points on the flip chart. 7. Offer small prizes to the winning team, such as candy, small office supplies, little

trinkets, etc.

Specific Steps for INDIVIDUALS 1. Answer the IFSP Mini-Lesson Review Questions then check your answers. 2. With your supervisor’s permission, post the questions with the answers on the back

around the office as a review for your colleagues. OR, choose questions and answers that you feel are most important and scatter them in your calendar across the next year. For example, place one question and answer in the next month’s pages so that when you open that page, you will find a reminder of what you have learned.



The supports and services a child and family will receive are listed on which page of the IFSP?

The instructions for completing the IFSP form can be found in which chapter of the Practice Manual?

The name of the service coordinator is documented on which page of the IFSP?

If you must use _______ in your IFSP narrative, you must explain or define it in a way that all team members clearly understand.

IFSP Mini-Lesson Review Questions



What are two great questions to ask families to help you learn about their priorities and daily activities?

When writing individualized and meaningful IFSP outcomes, which three IFSP pages should be “connected?”

What were Dashawn’s mother’s two priorities for her son?

What are the 5 areas of development that must be addressed in the IFSP narrative as part of the statement of present levels of

development?



What does it mean for a service to be “entitled” under Part C?

The date of the IFSP corresponds to the date that the IFSP is signed by whom?

Generally, referrals to the Part B system of children who are age-eligible for preschool services are made by what date each year?

IFSP outcomes and goals must be written _______ supports and services are determined.



IFSP Mini-Lesson Review Questions Answer Key

The supports and services a child and family will receive are listed on which page of the IFSP? IFSP PAGE 6 If you must use _______ in your IFSP narrative, you must explain or define it in a way that all team members clearly understand. PROFESSIONAL JARGON or TECHNICAL TERMS The instructions for completing the IFSP form can be found in which chapter of the Practice Manual? CHAPTER 7 The name of the service coordinator is documented on which page of the IFSP? IFSP PAGE 1

What are two great questions to ask families to help you learn about their priorities and daily activities?

‐ Can you tell me about your child? ‐ How does your child spend a typical day? ‐ What are your child’s/ family’s favorite things to do? ‐ What parts of the day go well for you and your child? ‐ Are there parts of the day or things you and your child do that are

difficult? Tell me about these. ‐ Are there places you and your child like to go? ‐ Are there places you and your child would like to be able to go? ‐ Do you have family and/or friends in the area with whom you and your

child like to spend time? ‐ What would make your life easier with your child? ‐ What would you like to see your child be able to do?

When writing individualized and meaningful IFSP outcomes, which three IFSP pages should be “connected?” IFSP PAGES 2, 3, AND 5 What were Dashawn’s mother’s two priorities for her son?

- FOR DASHAWN TO LEARN TO TALK - TO ADDRESS DASHAWN’S TANTRUMS



What are the 5 areas of development that must be addressed in the IFSP narrative as part of the statement of present levels of development?

- COGNITIVE - COMMUNICATION - MOTOR - SOCIAL-EMOTIONAL - ADAPTIVE or SELF-HELP

What does it mean for a service to be “entitled” under Part C?

ENTITLED SERVICES are services that the IFSP team has deemed necessary for the child/family to achieve the outcomes and goals written on the IFSP.

The date of the IFSP corresponds to the date that the IFSP is signed by whom?

PARENT Generally, referrals to the Part B system of children who are age-eligible for preschool services are made by what date each year?

APRIL 1ST IFSP outcomes and goals must be written BEFORE supports and services are determined.



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