Individualized Family Service Plan (IFSP) And ...

1 Individualized Family Service plan (IFSP). And Individualized Education Program (IEP) A Comparison of Program Components Developed by the WV Early Childhood Transition Steering Committee An Interagency Project Funded by the West Virginia Department of Education and the West Virginia Department of Health and Human Resources, Bureau for Public Health, Office of Maternal, Child and Family Health, WV Birth to Three West Virginia Early Childhood Transition Steering Committee/IFSP and IEP Comparison/040108. Comparison of the Individualized Family Service plan and Individualized Education Program Background: The Individualized Family Service plan (IFSP) provides the mechanism for planning and documenting the early intervention services required for an infant or toddler (birth to three) with a disability and her/his Family .

2 The Individualized Education Program (IEP) provides the mechanism for planning and documenting the special education services of school aged students with exceptionalities, three through twenty-one years of age. The purpose and function of the IFSP and IEP are similar in that both provide for communication between parties, written commitment of resources, management of services and a vehicle for monitoring progress. The IFSP is also similar procedurally to the IEP in that it requires that a written plan be developed by a multidisciplinary team which includes the parents and be based on a multidisciplinary assessment of unique needs. Additionally, all early intervention services necessary to address the identified needs of the infant or toddler and the Family must be reflected in the IFSP just as all special education and related services must be reflected on an IEP.

3 Use of the IFSP by School Districts: School districts have the option to write an Individualized Family Service plan (IFSP) instead of an Individualized Education Program (IEP) for children with disabilities ages three through five. If this option is used, parents of children with disabilities in this age group must be provided with a detailed explanation of the differences between an IFSP and IEP and must give written consent to use an IFSP in place of an IEP. If an IFSP is used, it must be developed in accordance with Part B of the Individuals with Disabilities Education Improvement Act (IDEA) and Policy 2419: Regulations for the Education of Exceptional Students. Purposes of this Document: This comparison is intended to be used as a resource and guideline for explaining the differences between these two plans and for planning and documenting services to young children with disabilities.

4 This comparison can be used: 1) to provide parents and staff with a detailed explanation of the differences between an IFSP and IEP;. 2) to help parents and professionals make an informed decision when considering early childhood services ;. and 3) to promote common understanding among families, Birth to Three practitioners/ Service coordinators, school district staff and other relevant agencies/people involved in the transition of children from early intervention to preschool special education services . (WV Birth to Three to local school district services ). Additional Questions: This document contains technical terminology regarding the provisions and process of the IFSP and IEP. If you need additional information, please contact your local Regional Administrative Unit, special education director or the Parent Educator Resource Center (PERC) in your county.

5 West Virginia Early Childhood Transition Steering Committee/IFSP and IEP Comparison/040108. IFSP/IEP A Comparison of Program Components Differences Provisions of the IFSP Birth Provisions of the IEP Three through Two Years through Five Years The IFSP is developed after The IEP is developed after The required team participants eligibility is determined. The eligibility is determined. The IEP for an IFSP and an IEP. IFSP team must include the team must include: the parents, parents and those individuals not less than one general involved in the multidisciplinary education teacher, not less than evaluation/assessment of the one special education teacher, a child. The IFSP is based upon a representative of the local multidisciplinary team's education agency, and at the evaluation/assessment of the discretion of the parent or agency, child's development and the other individuals who have concerns, priorities and needs of knowledge or expertise regarding the Family related to the child's the child including related Service development.

6 Personnel as appropriate. The IFSP must include a The IEP must include a statement IFSP requirements are more statement of the child's functional of child's present level of comprehensive; they specify ability across five developmental educational performance areas in which functional ability areas. The areas are: Physical including for preschool children levels must be stated. The IFSP. (including vision and hearing), how the disability affects the also requires that Family Cognitive, Communication, child's involvement and progress strengths and concerns, priorities Social/Emotional, and Adaptive. in the WV Early Learning and resources be identified with Standards Framework and how the consent of the Family . The IFSP must include a the disability affects the child's statement of the Family 's participation in appropriate resources, priorities and concerns activities.

7 Relating to enhancing the development of the Family 's infant or toddler with a disability. West Virginia Early Childhood Transition Steering Committee/IFSP and IEP Comparison/040108. Differences Provisions of the IFSP Birth Provisions of the IEP Three through Two Years through Five Years The IFSP must include a The IEP must include a statement The IFSP focuses on both the statement of the measurable of measurable academic and child and the Family within their results or outcomes expected to functional annual goals, designed daily activities and routines. The be achieved for the infant or to meet the child's needs that IEP focuses primarily on the toddler and the Family , as well as result from the child's disability student's educational hours.

8 Pre-literacy and language skills as to enable the child to be involved developmentally appropriate for in and make progress in the the child. general curriculum; and meet each of the child's other educational needs that result from the child's disability. The IFSP must include the The IEP must include a statement Essentially the same. criteria, procedures and time lines of how the child's progress used to determine the toward meeting the annual goals degree to which progress toward will be measured; and when achieving the results or outcomes periodic reports on the progress is being made and whether the child is making toward modifications or revisions of the meeting annual goals will be results or outcomes or services provided. are necessary.

9 The IFSP is reviewed six (6) A meeting must be at least once a The IFSP has more frequent months after the IFSP has been year to review this IEP. Meetings required reviews. (Within 6. written because the needs of to review and revise the IEP may months of the IFSP being infants and toddlers change be held more often as necessary. written) than the IEP (Annually). rapidly. Reviews may need to Meetings are held in places and at occur at other appropriate times. times that are convenient to Meetings are held in places and at families. times that are convenient to families. West Virginia Early Childhood Transition Steering Committee/IFSP and IEP Comparison/040108. Differences Provisions of the IFSP Birth Provisions of the IEP Three through Two Years through Five Years The IFSP must specify the name Although the law permits The IFSP specifically requires of the Service coordinator from cooperative agreements among designation of a Service the profession most relevant to and within agencies, there is not a coordinator to ensure appropriate the infant's or toddler's or specific mechanism for Service implementation and coordination Family 's needs who will be coordination.

10 Federal law of the plan . The IFSP should responsible for the requires that States set forth reflect coordination across the implementation of the plan and policies and procedures for various services agencies with for coordination with other developing interagency which the Family is involved. agencies and persons, including agreements to define respective transition services . responsibilities. The IFSP must include steps to be Regardless of which agency The IFSP process requires taken to support the transition of provides the services , the school identification of Family needs in the toddler with a disability to system is responsible for the addition to child needs. The preschool or other appropriate implementation of the IEP Family must be informed of all of services .