Transcript The Individualized Family Service Plan (IFSP) and the

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
Process of the
IFSP
SCREENING. Child Find,
established in the 1960s
(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, dependable, 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, normreferenced
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:
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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:
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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
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child’s present levels
Long term goals
Short term objectives
Specific services to be provided
Accountability
Where and when
WHO IS ON THE TEAM???
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PARENTS
Child’s regular classroom
teacher
Child’s special education
teacher
Principal or vice-principal or
program head (LEA
representative)
A person who can interpret the
data
Service coordinator or
equivalent
School counselor or equivalent
Interpreter
Physical therapist
Occupational therapist
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Psychologist
Medical Doctor
Speech-Language Pathologist
Community support person
Social Worker
Orientation and Mobility
Specialist
Lawyers
Behavior specialists
Assistive technology specialist
Vision Specialist
ASL interpreter
Other interested or involved
parties
Informal Assessment Measures
Checklist: a method
of documenting the
presence or absence of
skill or behavior in a
developmental
sequence.
~class activity
Frequency Count:
keeping track of how
often a behavior
occurs.
~watch how many
times players in
white shirts pass ball
http://viscog.beckman.uiuc.edu/gr
afs/demos/15.html
Informal Assessment Measures
Running Records:
detailed account of a
segment of time,
recording all behaviors
and quotes during that
time.
~write down
EVERYTHING exactly
http://www.youtube.c
om/watch?v=ulsq4a2SCg&feature
=related
Informal Assessment Measures
Logs, Journals,
Diaries: a form of
observation technique
that involves making a
page of notes about
children’s behavior in a
cumulative journal.
Time sampling:
method of recording
where children are by
choice at a certain
time, measuring
attention span and
interests.
Informal Assessment Measures
Anecdotal Notes:
Factual narrative of an
incident
Portfolio: a carefully
selected collection of a
child’s work that is
used to document
growth and
development.
Informal Assessment Measures
Duration Measures:
How long an event or
behavior lasts
~ about 4 minutes
~ how many
questions Will asks
~ how many letters
in his answer?
~ how many times
does he use the
letter Q?
http://www.youtube.c
om/watch?v=GoGZ7
rhZNHo