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IFSP Tutorial - Developing and Implementing
 

Implementing the IFSP:


Essential Content for Implementing the IFSP


Page 9 of 16

Ongoing assessment of progress

Ongoing assessment actually starts soon after the early intervention supports and services identified on a family’s IFSP are implemented. Ongoing assessment and services/supports are an intertwined process, each influencing the other (Meisels & Fenichel, 1996). Ongoing assessment includes the formal mileposts mandated in the IDEA for periodic review and annual evaluation; it also includes an informal time for family members and early intervention providers to “see if we are heading in the right direction.”

Experienced early intervention providers internally review “what happened” during each visit with a family and child, and adjust their suggestions accordingly. This review should periodically be “externalized”, so families and other caregivers have an opportunity to share their perspectives, and participate in decision making about keeping on course, or changing some aspect of the IFSP.

Discussion about progress can be prompted when all team members reflect on the following questions:

1. What are the functional outcomes the family has selected? Do they still represent where the family “wants to go” in relation to helping their child participate in family and community life?

2. How close are we coming to meeting our criteria for each outcome?

3. What are we learning about child and family interests, routines and resources? How are we using this information to individualize strategies and interactions with families and children?

4. Do our strategies need adjusting, and/or would others be helpful?

5. Would other informal and formal family/child supports and services be helpful in assisting this family to reach their desired outcomes?

The session on “Comprehensive Evaluation and Assessment” notes that ongoing assessment must include natural observation of a child in his or her familiar context, and identifies specific observations to make when watching a child engage in a specific task.

 

 

 


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