Http viscog beckman uiuc edu grafs demos 15 html

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, de-pendable, 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, norm-referenced
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:

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:

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
child’s present levels
Long term goals
Short term objectives
Specific services to be provided
Accountability
Where and when
WHO IS ON THE TEAM???

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
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/grafs/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.com/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.com/watch?v=GoGZ7rhZNHo