CHAPTER 3
DEVELOPING INDIVIDUALIZED INTERVENTION PLANS AND PROGRAMS
AND MONITORING PROGRESS
OUTLINE
I. The Individualized Family Service Plan (IFSP) Process for Infants, Toddlers, and Their Families
A. The IFSP process
B. Participants in Initial and Annual IFSP Meetings
II. Service Coordination
A. Who Can Become Service Coordinators?
III. Promoting Essential Interagency Collaboration
IV. Developing Individualized Education Programs (IEPS) for Preschoolers
V. Considering Darren
A. Background Information
B. Present Levels of Performance and Identified Strengths and Needs
C. Supports Darren Will Need to Be Successful in His Present Preschool Setting
D. Placement Decision: Inclusive Preschool Setting, with Supplementary Supports and Services
VI. Writing Program Objectives
A. Basics of Writing Behavioral Objectives
VII. Becoming a Skilled Observer
A. Observing How Children Perform a Task
B. When English is the Child’s Second Language
C. Realizing Environmental Influences on Child Performance
VIII. Recording Children‘s Progress
IX. Linking Assessment to Curriculum
X. Facilitating Program Transitions
XI. Summary
XII. Reflect and Apply
ESSENTIAL CONCEPTS AND VOCABULARY
Accommodation
Addendum
Behavioral objectives
Blended model
Collaborative interchanges
Community networking
Concerns, priorities, and resources
Criterion
Dedicated and independent model
Dedicated but not independent model
Family-centered approach to assessment
IEP annual goals and objectives
IFSP outcome statements
Individualized education program (IEP) process
Individualized family service plan (IFSP) process
DISCUSSION TOPICS AND ACTIVITIES
1. Consider the following: The IEP conference for David has concluded. The parents are pleased with the
suggestions made by the multidisciplinary team. These include continued placement in your preschool class
for 3-year-olds. An early childhood special education teacher has been assigned to help you plan activities
2. Interview parents who have participated in an IEP or IFSP meeting. Try to find out how they felt about the
experience. Did they feel comfortable? If not, what bothered them about the process? Ask them what
3. Consult your instructor about setting up an opportunity for you to sit in on an IFSP, IEP, or transition
4. Ask your instructor for assistance in determining who to contact in your local area to become involved in
the Part C implementation process.
6. Become thoroughly familiar with the local agencies that provide services to young children with disabilities
7. Select a specific child with a severe disability. Plan what you would include in a portfolio to demonstrate
the child’s progress over a 6-month period.
8. All students should view http://wrightslaw.com/info/iep.index.htm. It is an amazing resource where many
10. Select a partner. Independently, take a half-hour running record of the same child at the same time.
Compare your observations to determine whether you are seeing the same things. Critique each other’s
ACTIVITY: IFSP TREASURE HUNT
Find out what kind of treasures are in the IFSP that can help you support Cathy Rae Wright. — see pages 84–91 of
the textbook.
1. What is the student’s birthday?
3. What is the primary language spoken at home?
4. What is the student’s disability?
5. What is one important strength to remember about the student/family?
6. Are there any health, vision, and hearing concerns to remember?
9. What are the four major concerns that the family has about their child?
10. How many times a week does the infant educator go to the home to work with this family?
ACTIVITY: Compare and Contrast the IEP and IFSP
Directions: List and Explain the Differences Between the IEP and IFSP
Individualized Education Program
IEP
Individualized Family Service Plan IFSP
COURSE ASSIGNMENT
Individualized Family Service Plan (IFSP)
Group Treasure Hunt Assignment Sheet
Group members’ names:
1.
2.
3.
4.
Assignment directions:
With your group, go on a treasure hunt to find the required elements of an Individualized Family Service Plan
(IFSP). Your team will be using Cathy Rae Wright’s IFSP located on pages 85–90. As each element is located, have
one member read the written information within that element out loud to everyone else.
What specific early intervention services types are offered to this family? Try to find them all. Choose one
service and determine when it will start, for how long, and the frequency of sessions
What is the percentage of time that Cathy will be spending in the natural environment?
1. What surprises, ideas, or concepts came up about the elements of an IFSP?
2. What questions about either the elements of the IFSP or the family came up during the treasure hunt?
3. If Cathy is expected to come into your inclusive classroom, what further information or clarification
would you like to ask the family or specific professionals who are listed as the I FSP participants?
Individualized Family Service Plan (IFSP)
Group Treasure Hunt Rubric Grading Sheet
Group member’s names:
1.
2.
3.
4.
Rubric:
A
Exceeds standards
B
Meets standards
Exceeds Standards
Meets standards
Below standards
__ Group members worked
extremely well together
__ Group members worked well
together
__ Group members had some
difficulty working together
__ Each member fully participated
in the discussion and took turns
reading answers
__ Each member participated in the
discussion most of the time and
most of the members took turns
reading answers
__ Participation was unbalanced
with some members talking too
much and others remaining too quiet
__Discussion remained focused on
the elements of the IFSP or the
family
__Discussion focused on elements
of the IFSP or the family most of the
time
__Discussion sometimes focused on
topics that were not related to the
IFSP or the family
__ The group thoroughly and
thoughtfully discussed the 3
questions
__ The group adequately discussed
the 3 questions
__ The group’s discussion of the 3
questions was vague, surface level,
or incomplete
C
Majority meet standards; some below standards
D
A few meet standards; some below standards
F
Below standards