Module 1: Lesson 2: Initial IFSP

Initial IFSP

The same team that conducted the assessment of the child, including the family, the service coordinator, and service providers, serve as the IFSP meeting participants and develop the initial IFSP. The IFSP meeting participants utilize all of the information gathered to develop the plan including the family's priorities and the child's developmental strengths and needs. The IFSP meeting participants develop functional outcomes and a plan of action for providing supports and services for the child and family. Functional outcomes are the family's priorities reflecting the changes desired for the child and family. These outcomes are achieved through a plan of activities called strategies that are built into a family's daily activities.

Following are the Early Steps requirements and activities for development of the IFSP:

• encourage the family to invite key adults involved in the life of the child to be part of the IFSP development
• support flexible options that encourage and make family participation possible.
• make available information, resources, training, and support relative to providing services in everyday routines, activities and places are made to the family
• provide families with knowledge of a consultative team approach in the provision of supports and services in everyday routines, activities and places and their role on the team
• respect the family member's culture and value their input and opinions as team members
• provide services utilizing the team members involved in the assessment and development of the IFSP
• choose a primary service provider from the team (individual may change as family circumstances and progress of the child change)
• individualize the frequency, intensity and duration of supports are to each outcome
• write functional outcomes based on child/family routines, activities and family priorities and not solely on evaluation results
• provide early intervention supports and services in natural environments (i.e., home, community settings, early care and education settings) as required in the IDEA, Part C Regulations, 34 CFR, Sections 303.12(b), 303.18, and 303.344(d).
• embed strategies specific to the child's skill development into natural routines and activities in which the child and family participate
• document justification on the IFSP when a service is not provided in the natural environment
• plan for and foster interactions among children with and without disabilities that enhance learning and increase independence (i.e., church nursery school, library story time)
• include other family and community supports and services on the IFSP
• reflect strategies on the IFSP for the coordination of all resources
• modify the IFSP as outcomes are achieved and/or circumstances change
• write progress notes for every contact with the child/family

The Early Steps Service Delivery Policy and Guidance document provides the foundation for the Early Steps service delivery system. This document and additional policy and guidance on delivering Early Steps services and supports, is covered in Module Two of the Early Steps Orientation Training entitled, "First Steps Service Delivery System: Delivering Services in the Routines and Daily Activities of Young Children and their Families."

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