IFSP Development

Chapter one introduces the family and team members, reviews the purpose of the IFSP meeting, and highlights the service coordinator's role at the IFSP meeting. This chapter also includes discussion around family priorities and general tips to ensure families are at the center of an IFSP meeting.(Illinois Early Intervention Training Program, runtime 8:03)

Chapter two covers levels of development and is broken down into three sub-chapters. The first sub-chapter of levels of development includes team discussion around Bri's communication skills. The team has a free-flowing discussion that highlights Bri's strengths, acknowledges concerns, and encourages family involvement in the discussion. (Illinois Early Intervention Training Program, runtime 9:11)

Sub-chapter two of levels of development reviews Bri's cognitive and self help skills. Team members answer family questions about sensory processing and highlight how areas of development are inter-linked. Family input is encouraged and all team members engage in discussion. (Illinois Early Intervention Training Program, runtime 9:04)

Sub-chapter three of levels of development concludes the levels of development discussion by reviewing Bri's motor and social emotional development. Bri's parents express varying levels of concern with regards to "w" sitting and Bri's social skills. The service coordinator demonstrates the importance of summarizing which enables the team to continue discussions around family concerns and levels of development. (Illinois Early Intervention Training Program, runtime 10:00)

Chapter three covers child outcomes and is also broken into three sub-chapters. The first sub-chapter of child outcomes reviews the three statewide child outcomes and why they are necessary. The family expresses their feelings and the team works to support them through this process. The child outcomes rating scale is also reviewed. (Illinois Early Intervention Training Program, runtime 8:22)

The second sub-chapter of child outcomes includes team discussions around the first two child outcomes. The team processes how Bri's skills in the different areas of development may impact her ability to demonstrate positive social emotional skills and her ability to acquire and use knowledge and skills. As discussions evolve into decisions the team learns to recognize the importance of considering a variety of settings and situations in order to come to consensus. (Illinois Early Intervention Training Program, runtime 10:00)

The third and final sub-chapter of child outcomes reviews the third child outcome which is taking appropriate actions to meet needs. Team members have differing opinions and they practice active listening and consensus building strategies to come to agreement. (Illinois Early Intervention Training Program, runtime 7:13)

Chapter four includes three sub-chapters that show the IFSP team's development of family centered functional outcomes and corresponding strategies. The first sub-chapter defines family centered functional outcomes and demonstrates team discussions that take place as a family transforms their priorities into a meaningful and measurable outcome. (Illinois Early Intervention Training Program), runtime 5:30

The second sub-chapter of family centered functional outcomes defines strategies and emphasizes how important it is for strategies to be embedded into existing family routines. All team members contribute to the development of strategies to support the first family centered functional outcome for Bri and her family. (Illinois Early Intervention Training Program, runtime 8:17)

The third and final sub-chapter of family centered functional outcomes includes the development of a second IFSP outcome and strategies for Bri and her family. Team discussions help the family identify the measurable aspects of the outcome. Strategies highlight community resources and a variety of natural settings are explored. (Illinois Early Intervention Training Program, runtime 9:32)

Chapter five is the final chapter of this IFSP video. This chapter defines the service plan and emphasizes the importance of the family professional partnership and the delivery of services in a natural learning environment. The team identifies resources needed to support the outcomes developed before considering intensity, frequency and duration of intervention. Points to consider when determining intensity frequency and duration are also shared. (Illinois Early Intervention Training Program, runtime 9:57)

This training package has been developed collaboratively with staff from the ECTA Center and WRRC in response to the need expressed from state and local providers to have specific information and resources about developing Individualized Family Service Plan (IFSP) outcomes and Individualized Education Plan (IEP) goals. Visit the ECTA Center for more information. (ECTA Center, runtime 4:16)

This is the first clip in a 3-part mini lecture on developing outcomes for young children with disabilities or developmental delays. (LeeAnn Jung, runtime 8:09)

This is the second clip in a 3-part mini lecture on developing outcomes for young children with disabilities or developmental delays. (LeeAnn Jung, runtime 9:32)

This is the third clip in a 3-part mini lecture on developing outcomes for young children with disabilities or developmental delays. (LeeAnn Jung, runtime 9:00)

This training video may be used by trainers to facilitate discussions around what should, and what should NOT, happen at an IFSP meeting. (Illinois Early Intervention Training Program, runtime 6:42)

This video features an assessment and IFSP team conducting a real-world assessment and initial IFSP development meeting with Lily and her grandmother. The process used by the professional team members to summarize the assessment findings using the three OSEP child outcomes as a framework is highlighted. The open-ended questions used to facilitate the IFSP outcome development process are also highlighted.

To help trainers, faculty, and supervisors use this video for professional development, a Video Reflection Guide is also available, which includes summaries of the video sections and reflection questions which can be used to guide discussion. (VA Early Intervention Professional Development Center, runtime 32:00)