Individual Family Service Plans vs Individualized Education Programs

Individual Family Service Plans vs. Individualized Education Programs vs. Services Plans 2016 webinar

Vision To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community ©MDE – Board of Education Strategic Plan 2016 -2017 Office of Special Education 2

State Board of Education Goals 5 -Year Strategic Plan for 2016 -2020 ü All Students Proficient and Showing Growth in All Assessed Areas ü Every Student Graduates High School and is Ready for College and Career ü Every Child Has Access to a High-Quality Early Childhood Program ü Every School Has Effective Teachers and Leaders ü Every Community Effectively Using a World-Class Data System to Improve Student Outcomes ü Every School and District is Rated “C” or Higher 2016 -2017 Office of Special Education 3

Outcomes Participants will: • Learn the difference between an Individual Family Service Plan, an Individualized Education Program, and a Services Plan. • Determine when each plan is appropriate for a child/student. 2016 -2017 Office of Special Education 4

Overview • An Individual Family Service Plan (IFSP) is a plan for special services for young children with developmental delays. An IFSP only applies to children from birth to three years of age (Part C). • An Individualized Education Program (IEP) is designed to provide special services for children from age three to twenty-one who attend a public school (Part B). An IEP may also be appropriate under some circumstances for children ages three-five who do not attend a public school. • A Services Plan is a plan that provides limited special services for children age three to twenty-one who are parentally placed in private schools. 2016 -2017 Office of Special Education 5

Students with Individual Family Service Plans (IFSP) • • Have disabilities Are age birth to three years Are typically identified through First Steps Have an IFSP to outline services necessary to foster developmental skills • Transition to an IEP or Services Plan before age three 2016 -2017 Office of Special Education 6

IFSP Content Requirements An IFSP must be in writing and must include: • a statement of the infant's or toddler's present levels of physical development, cognitive development, communication development, social or emotional development, and adaptive development, based on objective criteria; • a statement of the family's resources, priorities, and concerns relating to enhancing the development of the family's infant or toddler with a disability; 2016 -2017 Office of Special Education 7

IFSP Content Requirements • a statement of the measurable results or outcomes expected to be achieved for the infant or toddler and the family, including pre-literacy and language skills, as developmentally appropriate for the child, and the criteria, procedures, and timelines used to determine the degree to which progress toward achieving the results or outcomes is being made and whether modifications or revisions of the results or outcomes or services are necessary; • a statement of specific early intervention services based on peer-reviewed research, to the extent practicable, necessary to meet the unique needs of the infant or toddler and the family, including the frequency, intensity, and method of delivering services; 2016 -2017 Office of Special Education 8

IFSP Content Requirements • a statement of the natural environments in which early intervention services will appropriately be provided, including a justification of the extent, if any, to which the services will not be provided in a natural environment; • the projected dates for initiation of services and the anticipated length, duration, and frequency of the services; 2016 -2017 Office of Special Education 9

IFSP Content Requirements • the identification of the services coordinator from the profession most immediately relevant to the infant's or toddler's or family's needs (or who is otherwise qualified to carry out all applicable responsibilities under this part) who will be responsible for the implementation of the plan and coordination with other agencies and persons, including transition services; and • the steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services. 2016 -2017 Office of Special Education 10

Students with IEPs • • Have disabilities Are age three to twenty-one Are enrolled in public schools May be publicly placed in private schools if there is no public option • Are entitled to a Free Appropriate Public Education (FAPE) • Must receive the full range of services under Part B of the IDEA • Have a developed IEP that meets individual needs 2016 -2017 Office of Special Education 11

Students with Services Plans • Are entitled to full access to Child Find procedures prior to eligibility • Have disabilities • Are age three to twenty-one • Are parentally placed in a private school • Are not entitled to a FAPE • Receive only available services offered by the LEA • Have a Services Plan that meets the IEP content requirements described in section 614(d) or 636(d) (IFSP) of the IDEA 2016 -2017 Office of Special Education 12

Services Plan Requirements The LEA must consult with the private school and representatives of parents to design and develop special education and related services. (34 CFR § 300. 134) 2016 -2017 Office of Special Education 13

Services Plan Requirements The agreement between the LEA and the private school must include: • How the process will operate through the school year • Where the services will take place • Who will provide the services • The types of services that will be provided • How services will be apportioned if funds are insufficient, and how those decisions will be made • Provision for a written explanation from the LEA if services will not be provided 2016 -2017 Office of Special Education 14

Services Plan Requirements • Development of a Services Plan follows the same guidelines as the development of the IEP, including timelines, appropriate committee members, etc. • Only services that have been previously agreed upon between the LEA and private school must be outlined in the Services Plan. • The plan must be developed, reviewed, and revised annually. 2016 -2017 Office of Special Education 15

Services Plan Content Requirements 2016 -2017 Office of Special Education 16

Services Plan Content Requirements 2016 -2017 Office of Special Education 17

Services Plan Content Requirements 2016 -2017 Office of Special Education 18

Services Plan Content Requirements 2016 -2017 Office of Special Education 19

Services Plan Content Requirements 2016 -2017 Office of Special Education 20

Programming IEP • FAPE • Program modifications • Any related services needed are provided 2016 -2017 Services Plan • No FAPE • Rare program modifications • Only allowable related services Office of Special Education 21

Funding IEP • Any IDEA, State, or local funds • Must fund services, accommodations, etc. • Funds each need outlined on the child’s IEP 2016 -2017 Services Plan • Disproportionate Share funds • Funding can cease as disproportionate share funds end • Funds specific agreedupon services(s) regardless of need Office of Special Education 22

Effects of Limited Funding • Because special education funding for students in private settings is so limited, students usually do not receive the same services that would be provided to them if they attended a public school. • For example, a district may agree to provide a student with dyslexia with 30 minutes of reading tutoring per week. However, if the student were enrolled at the public school, he/she might receive a daily reading support class of 55 minutes. 2016 -2017 Office of Special Education 23

Preschoolers and Services Plans • All preschool children (ages 3 -5) are entitled to FAPE. • Child care centers do not meet the definition of “elementary schools” used in defining parental placement in elementary schools. • Mississippi does not provide general education pre-K opportunities for all of its students. – Of the districts that do provide the opportunity, typically, it is on a limited basis. 2016 -2017 Office of Special Education 24

General Education Settings The following placement options are considered general education settings if they are offered at no cost to the parent: • Head Start • Child care centers • Public preschool programs provided by the school district • Early Learning Collaborative programs 2016 -2017 Office of Special Education 25

Preschoolers and Services Plans • Districts may provide IEPs to all of their eligible pre-K students regardless of placement. • Children who are preschool age are only able to be given a Services Plan instead of an IEP if… – The district offers the child a public or private school general education slot at no cost that is comparable to that of the current or chosen preschool program AND – The parent refuses this slot. 2016 -2017 Office of Special Education 26

Special Kindergarten Considerations • Kindergarten-aged students are included in elementary and secondary Services Plan guidelines. • Children who are five-years-old by September 1 st must be offered a kindergarten slot. – If the parent declines and enrolls the child in a preschool program, the child should receive a Services Plan. 2016 -2017 Office of Special Education 27

Policy References • Guidelines for IFSPs – CFR 34 § 303. 114 • Guidelines for IEPs – CFR 34 §§ 300. 320 -300. 328 • Guidelines for children in private schools – CFR 34 §§ 300. 129 -300. 148 2016 -2017 Office of Special Education 28

Contact Information Teresa Laney, M. S. , CCC-SLP tlaney@mdek 12. org Sharon Strong Coon, Office Director scoon@mdek 12. org Tanya Bradley, Bureau Director tbradley@mdek 12. org Office of Special Education 601 -359 -3498 2016 -2017 Office of Special Education 29