Jaymie McCanna

 Annotation 5 & Experience

Evidence 1

              After a child is determined eligible for Early Intervention, the Early Intervention staff and the family design a plan called the Individualized Family Service Plan (IFSP).  This plan outlines the child’s strengths and needs.  It is developed based on the information gathered from an evaluation or assessment and the concerns and priorities of the family.  It includes individualized strategies and supports that can be used to meet the desired outcomes or goals in the IFSP.  The plan (IFSP) is reviewed every six months or as needed.  Families may request an IFSP review at any time and must agree to any changes that are made in a child’s IFSP.  

            At Children's Friend and Service, as well as all other Early Intervention Programs, it is desired that all children:

• Demonstrate positive emotional skills, including social relationships
• Acquire and use knowledge and skills; including early literacy skills
• Use appropriate behaviors to meet their needs

           In order for families to be successful in caring for their children, we want them to:

• Understand their children's strengths, abilities, and special needs
  
• Know their rights and effectively communicate their children's needs
  
• Help their children develop and learn
  
• Have adequate social support
• Be able to access services and activities available to all families in their communities

          Children's Friend assesses how a child is functioning within the three child outcome areas by asking the following questions:

• How does the child compare to their same age peers in each outcome area?
• Does the child use these skills in a variety of settings and situations?

          Foundational outcomes are assessed when a child enrolls in EI, and then again when the child is discharged. The assessment process considers all of the information gathered by the team, parent input, information provided by other family members and childcare providers, and skilled observation of the child.

           During the IFSP development meeting, which for Children's Friend Early Intervention usually takes place within the child's home, the family and service providers ( i.e. SLP, OT, Special Educators etc) collaborate in order to come up with outcomes for the child and their development. These outcomes are centered around the specific areas in which the family and EI team have addressed as "problem" in which the child is not in the ideal place developmentally they they would like them to be. These goals should aim to address outcomes targeted at family as well as child needs. Not all families will have or want family concerns or outcomes listed on the IFSP. However, when family concerns related to care and raising of the child with special needs have been identified and discussed, every effort should be made to identify possible resources to address them and list outcomes desired to resolve the concern. 

            Before outcomes and overall goals can be put into place, the family and EI team must first solicit a description of the child's abilities and strengths in all areas of development. These include: communication, movement (fine, gross), socialization, critical thinking (cognition), vision, hearing, health, and self-help (adaptive). A statement of ability in each area should be noted on the IFSP form. Then the outcomes are developed. Outcomes should be worded as observable behaviors or products the family and team wishes to see or have in place in 6 months. Furthermore, the outcomes for the IFSP, unlike the IEP in which I have explained in a previous annotation, should be worded to reflect the family's understanding of the the outcome. Federal law does not specify how to phrase the wording of the IFSP outcomes other than to say they should reflect the family's words and wants. This requires that families, services coordinators, and others involved in the IFSP process to engage in conversations about realistic and useful outcomes for the family. Professionals and family members should use this document to reflect on family/child strengths and priorities discussed and agreed to at the IFSP meeting. The frequent review of the document can also assist in guiding future plans, specific actions and discussions about old and new priorities.

Below are links to guidelines on how to complete the sections of an IFSP under each states regulations:

IFSP Guidelines

Evidence 2 

Components of the IFSP vs. IEP

Rhode Island Department of Human Services

Early Intervention Program

Child’s Name: ______***** ****_______                                                                            

DOB: __1____/___12___/__2010____     Gender:     Male

Child’s Address ________N/A_______

Parent/Guardian:_____N/A____

Phone # _____N/A_________________Referral Date: ___10___/__17____/__2011___  ID :_____N/A ____

Service Coordinator: ___N/A_________________________         

Parent Consultant: ______N/A____________________         

Primary Care Physician: _____N/A_________________

IFSP Meeting/Review Date: __11____/___15___/__2011____

(This is the date when the IFSP team meets to begin the development of the IFSP.)

IFSP Start Date: __12___/__1___/_2011____       IFSP End Date: __12___/__1___/_2012____

(The start date is the date the family signs the IFSP in agreement.)

Type of IFSP: Initial

Six Months Review due on or before: __6___/__1___/_2012___

Child’s Name: ___________***** ****___     ID: #__N/A__

About My Child:     Where and with whom does your child spend time?      

Describe the people, toys, activities, routines, and places your child enjoys the most and the ones he/she finds challenging (If this is an annual IFSP, what’s new? Has anything changed?)      

  Child is helpful and will help mom with new baby by throwing away baby’s diaper or getting things when he understands what you want. He spends the majority of his time at home with his mom. He especially enjoys playing with a ball. Just before naptime, he becomes very active-hitting and chasing his brothers.

About My Family:  You may share as much or as little information as you choose

As a family we enjoy going Chuck E Cheese and going to the parks. We are a very close family.

Family’s Questions for the Assessment:

He presently know/says words but understands everything we say. But he is very active and hits everyone who comes home.

Child’s Name: ___***** ****___ DOB: ___1___/__12____/__2010____    

Evaluation Date: __11___/__12___/__2011___

My pregnancy with him was not easy. I was nauseas all the time and had pain all the time and had to wear a pregnancy belt. All of his immunizations are to date and he has no significant medical issues.

Current Health Status:

Child’s Name: ______***** ****________    ID#: _N/A_

Vision Status/ Hearing Status

EI Vision screening completed?     Yes  (Yes, summarize results. )  

EI Hearing screening completed?     Yes (If Yes, summarize results. )   

Rhode Island Early Intervention Assessment Summary

Child’sName:______***** ****       ID#____N/A____                                                                    

Introduction

Family’s initial concerns:     *Reason for referral    *Family’s role during evaluation     *Behavioral observation of the child      

Cognitive Skills: Playing, Thinking and Exploring

Present levels of development:   

*Strengths in this area    *Concerns in this area    *How does this impact the child’s participation in everyday routines and typical activities? *Are the child’s skills age appropriate?

His cognitive skills are moderately delayed.  He was able to look at picture books and opened/closed the book when she chose.  He did match 2/4 shapes in a puzzle board but did not match any more objects.  He was unable to sort objects by category or by size.  It was also hard to determine if he had those skills or not due to his extreme shyness.  

Rhode Island Early Intervention Assessment Summary

Child’sName: ***** ****         ID#________N/A_________                                                               

Gross Motor Skills: Body and Muscle Development, Moving

*Strengths in this area    *Concerns in this area    *How does this impact the child’s participation in everyday routines and typical activities? *Are the child’s skills age appropriate?

Fine Motor Skills: Body and Muscle Development, Using Hands

Present levels of development:   

*Strengths in this area    *Concerns in this area    *How does this impact the child’s participation in everyday routines and typical activities? *Are the child’s skills age appropriate?

His fine motor skills are slightly delayed.  He was able to stack blocks one on top of another, vertically, but he did not line them on a horizontal plane.  He was also able to pick up a small penny and place it in a vertical slot on a bank with no difficulty.  After several attempts he was able to make marks on a paper in any direction.

Rhode Island Early Intervention Assessment Summary

Child’sName:________***** ****      ID#______N/A_____                                                                    

Receptive Communication: Understanding 

Present levels of development:

*Strengths in this area    *Concerns in this area    *How does this impact the child’s participation in everyday routines and typical activities? *Are the child’s skills age appropriate?

            He was receptive language skills are significantly delayed.  He will turn when he is called by his nickname.  Will almost always stop when he is told “no.”  He also will return items upon request when accompanied by a gesture.  However, if the request is not given with a gesture, he will not complete the task.  Nor did he identify any objects. 

Expressive Communication: Communicating

Present levels of development:   

*Strengths in this area    *Concerns in this area    *How does this impact the child’s participation in everyday routines and typical activities? *Are the child’s skills age appropriate?

            His parents report that he has less than 10 words he uses regularly.  He is making vocalizations and playing with sounds, but evaluators did not hear any words.  It was difficult to determine his speech levels because he refused to speak during the evaluation. 

Rhode Island Early Intervention Assessment Summary

Child’s Name: _______***** ****____________________________________           ID#_________N/A_________________________

Adaptive Skills: Eating, Dressing, Toileting, Sleeping

Present levels of development:

*Strengths in this area    *Concerns in this area    *How does this impact the child’s participation in everyday routines and typical activities? *Are the child’s skills age appropriate?

            His adaptive skills are age appropriate, he can chew and swallow his food completely.  He is beginning to take his shoes off when his laces are loose, but he has not yet begun to put them back on.  He is also able to undress himself with assistance but not redress yet.  He is more independent and n longer wants to be fed by his parents.  He can use a fork and napkin to clean himself now.  He sleeps well at night and will only sleep when his parents go to bed. 

Social/Emotional Skills: Interacting with Others

Present levels of development::

*Strengths in this area    *Concerns in this area    *How does this impact the child’s participation in everyday routines and typical activities? *Are the child’s skills age appropriate?

            His is a very shy person who loves to control his choices and becomes extremely jealous when others are given attention.  However, is comfortable with others, he can separate and go around his house easily.  He is trying to be more independent.  He is very affectionate towards others, but can have extreme temper tantrums by banging his head on the floor when he is upset.   He tried to defend his possessions by grabbing them back and saying “mine”.  When he says “no” he means no and refuses to comply unless he wants to. 

Rhode Island Early Intervention Evaluation Summary 

Child’s Name: ________***** ****_________________________                                                                           

ID#: _______N/A_________________________                                                                                 

Evaluation Date: ___11___/___15___/_2011___                          

Disposition:

Eligible     

Eligibility:

*Developmental Delay

 Methods and Procedures Used:

*Developmental history

*Family report 

*Observation of child

* Play-based evaluation

Evaluation/Assessment Used:

Criterion/curriculum based Instrument:

_____HELP______________________________________

 Norm referenced Instrument:

_____MULLEN______________________________________

Diagnosis:

Primary Diagnosis: ______MIXED DEVELOPMENTAL DELAY______________________

Participants:

Name: _____EDUCATOR__________________________

Name: _____PHYSICAL THERAPIST________________

Name: _____SPEECH THERAPIST___________________

Name: ________MOTHER_________________________                                                             

Results Summary: Results include Standard Score, T-score, developmental age, performance level, or whether or not concerns were identified. (Please note that in general, Standard Scores (SS) between 85 and

115 are considered to be within normal limits, as are T-scores between 40 and 60)

Data Code: 1-7 score may be 1-4, 6. 8-9 should be only 4 or 6. 

1. >=2 SD or at least 33% delay                              3. Delay<1.5 SD or at least 25% delay                                           6. No delay or significant findings

2. Delay 1.5 to 2 SD                                               4. Health Risk or impairment significant atypical findings          

Area Reviewed Results Data Code Comments:

Child’s Name: __***** ****__ID#:_______N/A_____________________

Family Concerns and Priorities

             I am concerned about his language. His behavior is difficult at times. He bit another child and made him bleed. He hits other children.

List any other concerns identified by other team members during the assessment process.

Looking at this list what would you like to focus on in the next few months?

 Speech and behavior.

Child’s Name: ___***** ****__ ID#: ____N/A_________ Date __12__/__1__/_2011__

Outcome

What we want to see happen for our child/family as a result of early intervention supports and services: 

What is happening now and describe how this impacts your child /family? (Who, What, When, Where, How?)    

What will happen? (What will progress look like?/How you will know it is happening or describe the steps toward progress)

Our Strategies:  (WHAT strategies, and in WHICH everyday routines, activities and places?  What supports does the caregiver need to utilize the strategies?)

2. Name objects he is crying for or grasping for.

3. Provide choices between 2 objects/food and name choices for him.

Review Date: _____/_____/_____    Continue Outcome  Change Outcome   Achieved Outcome   Parent’s initials:_______   Date: _____/_____/_____

Please summarize child’s progress and changes that would be helpful:

Review Date: _____/_____/_____   Continue Outcome  Change Outcome   Achieved Outcome   Parent’s initials:_______   Date: _____/_____/_____

Please summarize child’s progress and changes that would be helpful:

Child’s Name: ___***** ****___ ID#: ______N/A__ Date ___12___/__1___/_2011__

What we want to see happen for our child/family as a result of early intervention supports and services: 

What is happening now and describe how this impacts your child /family? (Who, What, When, Where, How?)    

What will happen? (What will progress look like?/How you will know it is happening or describe the steps toward progress)

Our Strategies:  (WHAT strategies, and in WHICH everyday routines, activities and places?  What supports does the caregiver need to utilize the strategies?)

1. Give him direct consequences for his actions. (For example: Time out for 2 minutes and explain to him why he is in timeout.)

2. Clear expectations---define what you want him to do.

Please summarize child’s progress and changes that would be helpful:

Review Date: _____/_____/_____   Continue Outcome  Change Outcome   Achieved Outcome   Parent’s initials:_______   Date: _____/_____/_____

Child’s Name: _____***** ****_______

ID#: _____N/A_________________________

Early Intervention Services

 IFSP Update  

Date of Change: ____/____/____

Parent’s initials: ________________

Describe changes made to services and reason for the change:

Acknowledgement of the IFSP

I have PARTICIPATED in the development of this IFSP, I have READ this IFSP and/or the contents of the IFSP have been FULLY EXPLAINED to me. 

_____ I have been informed of my right to due process and procedures (procedural safeguards). 

_____ I understand that Early Intervention services will be paid for by private health insurance, Medicaid, and/or state funds.

_____ I understand that Service Coordination could consist of home visit time, telephone calls, and conversations with other providers.  

I can anticipate Service Coordination to be provided _____________________.   I understand that this can be amended at any time with agreement from the IFSP Team.                      (amount of time per month)         

_____ I do approve of this plan for my child and family. 

_____ I understand that services on my IFSP should start within 30 days of my signature, unless there is a justified reason indicated.

IFSP Team Members: 

Parent/Guardian Signature:________________________________     Date: ______/______/______

Service Coordinator:_____________________________________    Date:______/______/______ 

            Other Team Member:____________________________________    Date:______/______/______ 

            Other Team Member:____________________________________    Date:______/______/______ 

            Other Team Member:____________________________________    Date:______/______/______

~For Interim IFSPs Only~

I have participated in the development of this Interim IFSP and agree to its implementation.  I understand that an Interim IFSP is a temporary plan developed for children who are eligible for Early Intervention and are in need of immediate services.  I also understand that a full IFSP still needs to be completed. 

Parent/Guardian Signature:______________________________     Date:_____/_____/_____   

Service Coordinator:___________________________________    Date:_____/_____/_____

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