The Individualized Family Service Plan (IFSP) is a plan that you develop with your EI team. The development of the plan is free and the IFSP meeting must occur within 45 days of your child’s referral to the EI program. The plan reflects your priorities and concerns for your child. You identify the outcomes (e.g., for your child to walk, for your child to say a word, for your child to initiate a hug) that you want for your child and your family or caregivers. These are statements that describe changes and benefits that you want to see for your child and family. You and the team also identify services for meeting these outcomes. Early intervention services are required to begin within 30 days of signing the IFSP and are to be provided in the child’s natural environment.
Preparing for my family’s IFSP
To help you prepare for the IFSP meeting, consider the following:
- These are the things I want everyone to know about my child and my family…
- New concerns that have come up since my last meeting with my service coordinator…
- This is how my child communicates with me and others…
- These are ways my child likes to learn new things…
- This is what my child does when he or she needs help…
- These are skills and behaviors that I’d like to see my child doing in the next 6–12 months…
- These are the things I would like to learn in the next 6-12 months…
- These are ways my family and I learn best…
What’s in the IFSP?
Levels of development
Levels of development based on evaluations, observations, and conversations with your family. The five domains of development are:
- Physical (how your child moves and explores)
- Cognitive (how your child learns)
- Communication (how your child lets you know what he needs)
- Social and emotional (how your child engages with you and shows feelings)
- Adaptive (how your child participates in daily self-care activities)
Outcomes
Outcomes are the benefits or results you want for your child and family as a result of participating in early intervention. (see: Outcomes: Measuring the Success of Early Intervention). IFSP outcomes must be functional and based on children’s and families’ needs and family-identified priorities.
EI Services and supports
EI Services and supports to help your child and family meet identified outcomes. Services recommended are based on the amount of support needed to help your family meet the outcomes/goals you developed during the IFSP meeting.
- The delivery of these services should meet your child’s and family’s preferences, learning styles, and cultural beliefs.
- Include “dosage”—method, duration, frequency, and intensity of services.
- Early intervention services are required to begin within 30 days of signing the IFSP and are to be provided in the child’s natural environment.
- Early intervention services may include:
- Assistive technology
- Audiology/aural rehabilitation
- Developmental therapy/special
instruction - Family training and support
- Health consultation
- Interpretation and translation
into other languages
- Service coordination
- Sign language or cued language
- Social work
- Speech-language pathology
- Transportation
- Vision
A transition plan
A transition plan that details the necessary steps for a smooth transition out of the EI program. At each Individualized Family Service Plan (IFSP) meeting, your Early Intervention (EI) team will discuss transition and share strategies to help you prepare for transitions in EI services and beyond EI. Transition planning will begin no later than when your child is 2 years, 6 months of age, but can be started as early as 2 years, 3 months of age. Because your child receives EI services, this transition process allows that, if found eligible, your child is entitled to begin Early Childhood Special Education (ECSE) services on their third birthday.
Family Participation Fee information
Family Participation Fee information if applicable. All evaluations and service coordination provided through the EI program are free.
Consent
Consent to begin services. Informed consent means that you are giving permission for you and your child to receive EI services. You are asked to sign the IFSP document to show that you understand and agree with the plan and the services identified in it.
Other services
- Those provided but not required nor funded by early intervention.
- Your service coordinator and/or parent liaison can assist you in finding these services
Other details
- Statement of natural environments (see: Natural Environments: Where All Children Belong)
- Identification of service coordinator (see: The Role of the Service Coordinator in Early Intervention)
- IFSP meeting participant list and signatures
Find more information in the EIC tip sheet: What’s in Your IFSP?
What are outcomes?
Child Outcomes
National experts say EI should help all eligible children achieve the outcomes below.
- Building positive social-emotional skills and relationships, which includes how children interact and play with other children and adults, how they show their feelings, and how they follow social rules.
- Acquiring and using knowledge and skills, which includes how children understand basic concepts, learn new things, solve problems, and use words or other ways to communicate.
- Taking appropriate action to meet their needs, which includes how children become more independent by learning to move on their own, feed themselves, ask for assistance, begin to get dressed, and take care of basic needs.
Family outcomes
As part of your participation in early intervention, EI providers will help you gain knowledge and skills in these three key areas:
- Knowing your rights: Understanding the roles of the people who work with your child and family and knowing whom to call if you are not satisfied with the services your child receives.
- Communicating your child’s needs: Understanding your child’s special needs more so you can effectively communicate those needs to those who work with your child and family, advocating for your child and family, and feeling like part of the EI team when discussing your child.
- Helping your child develop and learn: Feeling more confident in your skills as a parent, making changes in family routines that will benefit your child, and doing things with and for your child that are good for his or her development.
Functional outcomes
Functional outcomes are the benefits or results you want for your child and family as a result of participating in early intervention. These outcomes are meaningful to your everyday life.
The national ECTA DaSy center developed a tip sheet on the Breadth of the Three Child Outcomes to help families and providers understand the 3 child outcomes. The Illinois Early Intervention Training Program identifies 6 criteria for and several examples of high quality IFSP outcomes to help families and providers understand outcomes.
Who’s involved in my family’s IFSP?
- The most important member of the team is the child’s family. The IFSP takes into account your family’s priorities, concerns, resources, and goals for your child.
- Other family members, as requested by the parent, if feasible to do so.
- An advocate or person outside of the family if the parent requests that the person participate.
- Every team includes a service coordinator (see: The Role of the Service Coordinator in Early Intervention).
- The providers who completed the evaluations/assessments.
- As appropriate, providers who will be providing early intervention services to the child/family.
Find more information on the EIC tip sheet Who Is on Your Early Intervention Team?
How do I measure progress?
The outcomes, as written in the IFSP, should be measurable in order to determine the progress that is made.
- Providers may use ongoing assessment to document new skills.
- Team members are asked to provide a six-month progress report prior to a six-month review.
- You can document the progress that you have noticed during your daily routines.
The Six-Month Review: An Important Part of the EI Process (Tip Sheet) describes this process
What’s my role as a parent?
You know your child best; you know what your child likes and doesn’t like. Your knowledge makes you an important partner on your child’s team. Most intervention happens between visits because providers see your child for only a short visit.
Share information about your child.
- Notice what your child likes. What are her favorite toys, games, and songs? Who are her favorite people? Dislikes?
- What concerns you do you have about your child? For example, do you worry that he isn’t crawling or that he is having trouble eating or sleeping? Let your provider know at any time.
Provide opportunities to try new skills.
- Arrange many opportunities for your child to play and practice new skills during everyday routines—dressing, mealtimes, diaper changes.
- Create an environment where it is safe for your child to explore and learn about the world.
- Learn about activities in your community that your child and family might enjoy.
Participate in developing a plan for EI services with the team.
- Talk about what you and your family feel is most important for your child.
- Agree on outcomes that are meaningful for your child and family.
- Identify your family’s supports and resources. Who can you count on for help? What do you have that you can use to help your child?
Engage and enjoy yourself in each home visit.
- Actively take part in home visits and appointments. This will help you learn strategies and skills that will enhance your child’s development.
- Ask your EI providers to explain the activities. How are the activities helpful for your child? What additional activities can you and other family members work on with your child? Knowing these things will help you work with your child between visits.
- Ask questions about next steps, things to be watching for, and how to involve siblings or other children in activities.
Parents play a critical role in the provision of early intervention services. EI providers are with your child, either in person or via telehealth, only a short time each week. It is the family members who can continue the intervention through daily routines as you go about your daily lives. The providers can offer suggestions to help you determine which routines would be the most natural to address specific outcomes.
Parents also can choose which service delivery method they prefer, based on the needs of the family & child, schedule, and availability.
The State of Delaware produced a video (see: The Family’s Role in the IFSP) that describes the process and the role of the family within the IFSP process. While some of the information is Delaware-specific, the overall requirements for an IFSP are well-described.
The PACER center describes the IFSP process in the article: Individualized Family Service Plan.
What’s the role of my service coordinator?
The role of the service coordinator is unique, multifaceted, and complex. Service coordination is the only mandated service under Part C of the Individuals With Disabilities Education Act, and it is provided for every family in early intervention at no cost. A service coordinator works in partnership with your family—from initial referral through transition out of early intervention—to help your family gain access to the early intervention program, identify supports and services that meet your family’s needs, and understand your family’s rights and procedural safeguards. Your service coordinator
- is your first point of contact in the EI system (receives referral),
- introduces your family to other CFC staff, including the parent liaison,
- coordinates evaluations to determine eligibility for services,
- helps families understand their roles and rights in the EI system,
- assists your family and other EI team members in developing and implementing the IFSP,
- contacts your family monthly while your child is in EI,
- develops and maintains the case (service) record for your child and family, and
- assists your family in leaving EI services when your child turns 3 years old
Find more information in the EIC Article: The Role of the Service Coordinator in Early Intervention
What’s the role of my service provider?
EI Providers play an integral role in the development of a child’s IFSP.
- The primary role of service providers in early intervention is to work with and support family members and caregivers in children’s lives.
- In order to facilitate the development of a quality IFSP, providers should submit their evaluation/assessment and/or progress reports to the service coordinator prior to your IFSP meeting.
- The team will then work to develop appropriate outcomes and services for your child & family.
- After the IFSP meeting, you and your providers will receive a copy of the IFSP.
What happens next?
Once the IFSP is signed, services can begin.
At a visit, you and your provider(s) will talk about your child’s progress and the goals for the visit.
Your provider will show you ways to work with your child during daily routines (see: Daily Routines Are Learning Times). You will also discuss plans for the next visit. This is called coaching (see: The Family’s Role in Early Intervention Visits)
Around age 2 ½, the service coordinator will talk to you about the transition process.
This transition process is described in When I’m 3 Transition Workbook, the tip sheet Transition at Age 3: Leaving the Early Intervention Program, and the tip sheet Transition: Understanding Family Rights
The Everyday Early Intervention tip sheet series describes routines, activities, and locations where it can be natural to work on EI outcomes.
IFSP resources
Tip sheets from the EI Clearinghouse
- Who Is on Your Early Intervention Team?
- What’s in your IFSP?
- Child Outcomes: Measuring the Benefits of Early Intervention
- Developing Family-Centered Outcomes with Your EI Team
- The Family’s Role in Early Intervention Visits
- What Happens During a Typical EI Visit?
- Natural Environments: Where All Children Belong
- Six-Month Review: An Important Part of the EI Process
- Transition at Age 3: Leaving the Early Intervention Program
- Transition: Understanding Family Rights
Additional resources
- The IFSP A Family Guide To Understanding The Individualized Family Service Plan (IFSP) – this document was developed to help guide Maryland families through the IFSP process and written document.
- 6 tips for creating your child’s IFSP – An Individualized Family Service Plan (IFSP) is the written game plan for your child’s services. This resource offers ways to prepare for an IFSP meeting.