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The Individual Service Plan Sample form serves as a critical tool in supporting children with developmental delays and their families. This comprehensive document captures essential information, including the child's name, birthdate, and service coordinator details, ensuring all team members are aligned in their efforts. Key components encompass the timing and scheduling of reviews, transition dates related to the Local Education Agency, and a focus on natural environments where services will ideally be delivered. The form emphasizes that interventions should primarily occur in settings that reflect the child's everyday life, aligning with family routines and cultural contexts. Detailed pages include sections on identifying information, eligibility criteria, and documentation of team members' attendance and contributions, which are vital for accountability and clarity. By methodically outlining present levels of development, the form addresses the child's strengths and needs across various domains, facilitating tailored services that prioritize family input and connection to community resources. This structured approach ensures a robust framework for nurturing the child's growth while respecting the family's role in the process.

Individual Service Plan Sample Example

INDIVIDUALIZED FAMILY SERVICE PLAN

Child’s Name: _____________________________

IFSP Meeting Date: ______________________________________

Birthdate: _________________________________

IFSP Type: Initial

Annual

 

Designated Service Coordinator: __________________________

 

Service Coordinator Phone #: _____________________________

 

 

 

 

 

Date Due

Date Completed

Six Month Review

 

 

_________________

________________

Annual IFSP

 

 

 

_________________

________________

Additional Review Dated

 

 

_________________

________________

_________

_________

_________

_________

_________

_________

 

m/d/y

m/d/y

m/d/y

m/d/y

m/d/y

m/d/y

 

 

 

 

 

 

Date Due

Date Completed

 

 

 

Transition Dates

 

 

 

Notification of Local Education Agency (LEA) by age two.

 

_________________

________________

Planning Conference with Parent/s, Lead Agency, LEA and other Service Providers, as appropriate.

 

 

(At least 90 days, or up to 6 months prior to child’s third birthday)

__________________

________________

Transition to LEA, as appropriate.

 

 

__________________

________________

Natural Environments/Settings

To the maximum extent appropriate, services will be provided in natural environments, including the home, and community settings that are natural or normal for the child’s age peers who have no disabilities. Natural environments for young children are those environments/situations that are within the context of the family’s lifestyle – their home, their culture, daily activities, routines and obligations. Services will only be provided in settings not identified as the natural environment when it is determined that the desired outcome/s cannot be satisfactorily achieved within the natural environment of this child and family.

The natural environment for ___________________________ includes the following places/settings:

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Revised 6/22/98 State of Tennessee

1

Page One: COVER PAGE

 

Enter

 

Child’s Name (first, middle, last)

IFSP Meeting Date – date of this meeting

Child’s Birthdate

IFSP Type – check if Initial or Annual

 

Designated Service Coordinator – name and agency

 

Service Coordinator’s Phone #

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Planned Six Month Review date and Annual IFSP date – enter the approximate Date Due and, later, enter the Date Completed (actual date the meeting was completed.)

Additional Review Dates – enter the actual date(s) of occurrence(s).

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Transition Dates

Notification of Local Education Agency, Planning Conference, and Transition to LEA – enter the approximate due dates and, later, the actual dates completed.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Natural Environment/Settings

Enter the name of the child, and list or describe places and settings the team, including the family, has identified as natural environments for the child.

Page Two: IDENTIFYING INFORMATION

Enter Child’s Name, Birthdate, Social Security Number, Address, Phone Number. Enter Parent’s Name(s) – the natural or adoptive parent and Parent’s Address, if different from child’s.

Eligibility

Enter a check next to the Part C eligibility which indicates the Part C eligibility criteria the child meets (check only one.) If eligible for DMR and/or CSS, check the appropriate box.

Referral

Enter the date of referral and state the specific agency, professional, or person making the referral.

Documentation (To be completed at the end of the meeting)

All members of the IFSP team should

1.Sign (if team member contributed but was not present, see #4.)

2.Enter the agency/title of the team member.

3.Enter date – the date of the meeting.

4.If team member contributed/not present at the IFSP meeting, print the name in the signature column and describe the method of contribution (conference call, written input, telephone call, etc.)

5.If team member fully agrees with the IFSP, check under “Fully Agree.” If team member disagrees with part of the IFSP, use the space indicated to document area(s) of concern. Attach additional pages if necessary.

Designated Service Coordinator/Agency and Rationale

Enter the name of the person/agency the team selected and the rationale the team used in selecting this person.

Informed Parental Consent

Parent check the appropriate boxes (each must be checked yes.) Parent(s) signature indicates that procedural safeguards have been followed.

Revised 6/22/98 State of Tennessee

IDENTIFYING INFORMATION

Child’s Name:

________________________________________________

Child’s Birthdate: ___________ Child’s Social Security #:

_____________

Child’s Address:

______________________________________________

Street

City: _________________________ TN Zip:

______________________

Phone: ________________ County:

_____________________________

Parent’s Name(s): ____________________________________________

Parent’s Address (if different from child):

___________________________

Street

City: __________________________ TN Zip:

_____________________

Phone: _____________________________________________________

 

 

Part C/TEIS/TIPS

 

 

 

DMR

 

 

CSS

 

 

From Tennessee’

 

 

 

 

 

 

 

 

 

 

 

Definition of Developmental Delay

 

 

 

 

 

 

 

Meets: (check if applicable)

 

 

 

 

 

 

 

 

Eligibility

 

 

 

 

 

 

 

 

 

 

 

 

 

% of Delay

 

¨

 

 

 

DMR ¨

 

 

CSS ¨

 

 

Diagnosed Condition

¨

 

 

 

 

 

 

 

 

 

 

Informed

Clinical Opinion

¨

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Referral

 

 

 

 

 

 

 

 

 

 

 

 

 

m/d/y

 

 

 

 

m/d/y

 

 

m/d/y

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Source

 

 

 

 

Source

 

 

Source

 

 

 

 

 

 

 

 

 

 

 

 

DOCUMENTATION

 

 

 

 

 

 

 

 

 

 

IFSP Team Member – If present, sign

Agency/Title

Date

Contributed/

Fully

Area(s) of Concerns/

If not present, list member’s name

 

 

not present/method

Agree

Comments

(Service Coordinator

 

 

 

 

 

who organized this IFSP meeting)

 

 

 

 

 

(Parent)

 

 

 

 

 

(Parent)

 

 

 

 

 

(Evaluator/Assessor)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Designated Service Coordinator/Agency and Rationale

______________________________________________________________________________________________________________________________________________

 

 

 

_

 

Name

Agency

Address

Phone #

Rationale

Informed Parental Consent

yes no

¨¨ I am the parent/legal guardian/Department of Education trained surrogate parent of this child.

¨¨ I have been informed of & understand my rights as a parent in Tennessee under Part C Regulations. I have received a copy of Rights of Infants and Toddlers with Disabilities.

¨¨ I have participated in the development of the IFSP and understand its contents.

¨¨ I agree to its implementation to the degree noted above.

____________________________________________________________________________________________________________

Parent

Date

Parent

Date

Revised 6/22/98 State of Tennessee 2

Pages Three and Four: PRESENT LEVELS OF DEVELOPMENT

Record, next to the word “By,” the name of the professional(s) who conducted the formal or informal screening, evaluation, or assessment which provided the information for the present levels of development. Enter the Date of the procedure and the child’s Chronological Age at the time of the procedure. If the child was at least four weeks premature and under the age of two, enter the Adjusted Age. A narrative statement must be provided which records the strengths and needs of the child in each area of development. Test results should be reported in quantitative form (age level, percentiles, etc.). If the adjusted age is less than zero, the quantitative form of test results is not required.

Record the strengths and needs of the child in the developmental areas, based on professionally acceptable, objective criteria. This information, along with the family’s resources, priorities, and concerns, will be used in determining the major outcomes. The “Other” space may be used for any additional information, including the family’s assessment of the child’s present levels of functioning (especially if the family has chosen not to have a Summary of the Family Resources, Priorities, and Concerns discussed at the IFSP meeting.)

Revised 6/22/98 State of Tennessee

PRESENT LEVELS OF DEVELOPMENT

Child’s Name

___________________________

(Include a statement of functional strengths & needs in each area)

Health

By

 

 

Date

Chron. Age

(Adj. Age)

 

 

Strengths

I

Needs

 

 

I

 

 

 

I

 

 

 

I

 

 

 

I

 

 

 

I

 

 

 

I

 

Vision

By

 

 

Date

Chron. Age

(Adj. Age)

 

 

Strengths

I

Needs

 

 

I

 

 

 

I

 

 

 

I

 

 

 

I

 

 

 

I

 

 

 

I

 

Hearing

By

 

 

Date

Chron. Age

(Adj. Age)

 

 

Strengths

 

Needs

 

 

 

I

 

 

I

 

 

 

I

 

 

 

I

 

 

 

I

 

 

 

I

 

 

 

I

 

Physical Development-Gross Motor By

 

Instrument

Date

Chron. Age

(Adj. Age)

 

 

Strengths

I

Needs

 

 

I

 

 

 

I

 

I

I

I

I

Physical development/Fine Motor

By

 

Instrument

Date

Chron. Age

 

(Adj. Age)

 

 

Strengths

 

I

Needs

I

I

I

I

I

I

Revised 6/22/98 State of Tennessee 3

Child’s Name ________________________

PRESENT LEVELS OF DEVELOPMENT (Continued)

(Include a statement of functional strengths & needs in each area)

Communication Development (Speech/Language)

By

Instrument

Date

Chron. Age

(Adj. Age)

 

 

 

Strengths

 

I

Needs

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

Cognitive Development

By

 

Instrument

Date

Chron. Age

(Adj. Age)

 

 

 

Strengths

 

I

Needs

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

Social/Emotional Development

By

 

Instrument

Date

Chron. Age

(Adj. Age)

 

 

 

Strengths

 

I

Needs

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

Adaptive Development

By

 

Instrument

Date

Chron. Age

(Adj. Age)

 

 

 

Strengths

 

I

Needs

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

Other

 

By

 

Instrument

Date

Chron. Age

(Adj. Age)

 

 

 

Strengths

 

I

Needs

 

 

 

I

 

 

 

 

I

 

 

 

 

I

 

I

I

I

Revised 6/22/98 State of Tennessee 4

Page Five: SUMMARY OF FAMILY RESOURCES, PRIORITIES, AND CONCERNS RELATED TO ENHANCING THE DEVELOPMENT OF THE CHILD

Information given in this summary is to reflect the Resources, Priorities, and Concerns of the family as identified by the family. The assessment is voluntary on the part of the family. The assessment should come from multiple sources which could include focused interviews, informal interviews, surveys.

Indicate, by checking wither “yes” or “no” in the statements at the top of the page, the family’s decision concerning participation in a voluntary family-directed assessment and the inclusion of the voluntary family-directed assessment information in the IFSP.

Enter the type(s)/method(s) of family assessment used, the date(s) that the family assessment(s) took place and the names of all who paricipated in the assessment process, including family members and professionals.

Enter in narrative or list form, a summary of

1.Family Resources that are available to the family, including formal and informal supports systems, educational resources, personal resources of family members (for example, the mother does not work outside the home and is very motivated to take her child and has time readily available to take her child to needed appointments, or the family is aware of their financial situation and is willing to accept financial help if it can secured.)

2.Priorities of the family—those things which are most important for the child and family.

3.Concerns of the family, including concerns the family has regarding their ability to cope with the child’s situation (for example, the family has a low income and is very concerned about its ability to pay for services their child needs.)

Revised 6/2/98 State of Tennessee

Child’s Name ____________________________

SUMMARY OF FAMILY RESOURCES, PRIORITIES, AND CONCERNS RELATED TO ENHANCING THE DEVELOPMENT OF THE CHILD yes no

¨¨ Family agreed to a voluntary family-directed assessment.

¨¨ Family agreed to the inclusion of the voluntary family-directed assessment in the IFSP.

Type(s)/method(s) of Family Assessment Used: _________________________________________________________________________________________________

Date(s) of Family Assessment:

_______________________________________________________________________________________________________________

Participants

______________________________________________________________________________________________________________________________

Family Resources

Family Priorities

Family Concerns

Get Individual Service Plan Sample PDF Form

Form Characteristics

Fact Name Description
Child's Basic Information The form requires essential details such as the child's name, birthdate, and whether it is an Initial or Annual IFSP.
Service Coordinator Details It includes the name and contact number of the designated service coordinator, ensuring that families have a point of contact for services.
Review Dates Due dates for six-month reviews, annual IFSP meetings, and additional reviews are specified, which helps families stay on track with evaluations.
Transition Requirements Notification of the Local Education Agency by age two is mandatory and planning conferences should occur at least 90 days before the child turns three.
Natural Environments Services are to be conducted in natural settings that align with the child’s daily life, promoting developmental success within familiar contexts.
Eligibility Criteria The form enables parents to indicate eligibility under Part C regulations, ensuring that necessary support is provided to qualifying children.
Parental Consent A section for informed parental consent is present, confirming that parents understand their rights and agree to the IFSP's implementation.

Guidelines on Utilizing Individual Service Plan Sample

Filling out the Individual Service Plan Sample form is a straightforward process. Each section of the form requires specific information about the child, family, and service plan. Following the steps outlined below will help ensure accurate and complete information is provided.

  1. Cover Page: Start by entering the child’s name, the date of the IFSP meeting, and the child’s birthdate. Select whether the IFSP is initial or annual, and include the designated service coordinator’s name and agency, along with their phone number.
  2. Input the planned dates for the six-month review and annual IFSP. Once completed, later fill in the actual dates of these meetings.
  3. Record any additional review dates that need to be tracked.
  4. Fill in the transition dates. This includes the notification of the local education agency, the planning conference, and the transition to the local education agency as appropriate.
  5. Natural Environments/Settings: Describe the natural environments for the child, stating where services will be provided based on the family’s lifestyle and culture.
  1. Identifying Information: Provide the child’s name, birthdate, social security number, address, and phone number. Include parent(s) name(s) and their address if different from the child’s.
  2. For eligibility, mark the box that indicates the eligibility criteria the child meets, checking only one option. If applicable, check the relevant boxes for DMR and/or CSS.
  3. Enter the date of referral and identify the specific agency or person making the referral.
  1. Documentation: At the end of the meeting, all IFSP team members need to sign, indicate their agency/title, and record the date of the meeting. Document contributions from members who were not present, detailing the method of their contributions.
  2. Designate the service coordinator/agency and include the rationale for selection.
  3. Informed Parental Consent: Check the appropriate boxes to confirm understanding of rights and participation in the IFSP development.
  1. Present Levels of Development: Write the professionals’ names who conducted evaluations along with the date and the child’s chronological or adjusted age. Record the strengths and needs of the child in all developmental areas, and report any test results in quantitative forms where applicable.
  2. Use the “Other” space for additional relevant information, particularly any family assessments concerning the child’s functioning levels.

What You Should Know About This Form

What is the purpose of the Individual Service Plan (ISP) Sample form?

The Individual Service Plan Sample form is designed to outline the services and support that a child with developmental delays or disabilities needs. It offers a structured way to assess the child's strengths, needs, and the family's priorities. With this plan, caregivers and service providers can work together to create a roadmap for the child's development, ensuring that services are provided in the most supportive environments possible.

Who should be involved in the development of the Individual Service Plan?

Developing the Individual Service Plan should include a team comprised of various stakeholders. This team typically includes the child’s parents or legal guardians, service coordinators, and professionals who have assessed the child. These can be early childhood educators, therapists, or specialists in developmental delays. It’s important for everyone involved to communicate openly and work collaboratively to ensure that the plan meets the child’s unique needs.

How often should the plan be reviewed and updated?

The plan should be reviewed at least once every six months, with a more comprehensive annual review taking place. However, it can be updated anytime if there are significant changes in the child’s needs or progress. These reviews help to ensure that the services being provided are still relevant and effective, allowing for adjustments that support the child's development.

What are ‘natural environments,' and why are they important in the plan?

Natural environments refer to places that are typical for children of the same age, such as their homes and community settings. Providing services in these familiar environments is crucial as it allows children to learn and practice skills in real-life situations. This approach supports development in a way that is meaningful and relevant to the child’s everyday life, enhancing their learning and social integration.

Common mistakes

Filling out the Individual Service Plan (ISP) sample form can be a daunting task, and it's easy to make mistakes. One common error is failing to provide complete identifying information. This includes the child's name, birthdate, and contact details. Incomplete information can delay services and create confusion among team members. Ensuring every blank is filled thoroughly allows for smoother communication and coordination.

Another frequent mistake involves neglecting to update transition dates. Transitions are critical periods, and not documenting them properly can hinder timely movement to the Local Education Agency (LEA). If families miss these crucial windows, it can adversely affect the child's development and access to necessary resources.

Many people overlook the importance of the natural environment settings section. Failing to accurately describe appropriate environments for the child can lead to the provision of services that are not aligned with their everyday experiences. This oversight can limit the effectiveness of support offered, preventing the child from making progress in familiar settings.

Additionally, some individuals check multiple eligibility criteria instead of just one. The form explicitly instructs users to check only one Part C eligibility box, and failing to do so could result in misunderstandings regarding a child’s needs or available services. Precision in reporting ensures that the child receives the right supports.

Another common pitfall is not including parental consent. Each parent must affirm understanding and agreement regarding their rights and the contents of the ISP. Skipping this step can create challenges later, especially in disputes over services or parental involvement.

Documentation at the end of the meeting is also frequently mishandled. Each member must sign and provide their agency and title. Omitting any detail can compromise the integrity of the Plan and lead to confusion about who contributed to the discussions.

Finally, a lack of attention to detail in the present levels of development can cause significant gaps. Not recording strengths and needs in a structured manner can overlook essential insights that guide the goals and outcomes of the ISP. The information gathered must be a reflection of the child’s actual capabilities and challenges to ensure the services are tailored effectively.

Overall, focusing on these areas can streamline the ISP completion process, enhancing the experience for families and service providers alike. By understanding common mistakes and taking care to address them, all parties can contribute to a more effective and supportive framework for child development.

Documents used along the form

The Individual Service Plan (ISP) is a crucial document in ensuring that children with disabilities receive the necessary support tailored to their unique needs. In addition to the ISP, there are several other forms and documents that play a vital role in the planning and delivery of services. Below is a brief overview of five commonly used documents related to the ISP.

  • Referral Form: This document initiates the process of accessing services for a child with developmental delays or disabilities. It captures essential information about the child and the reason for the referral, aiding in the assessment and determination of eligibility for support.
  • Assessment Report: After a child is referred, various assessments are conducted. The assessment report documents the findings from these evaluations, detailing the child’s functional abilities and specific areas of need. It serves as a foundation for setting goals in the ISP.
  • Parental Consent Form: Before any services can be delivered, parents or guardians must give informed consent. This form outlines the rights of the parents and ensures they understand the services being provided. Signatures on this document confirm parental agreement and understanding.
  • Progress Monitoring Report: This report tracks the child's progress toward the goals set within the ISP. It is typically updated regularly and is crucial for determining whether the current strategy is effective or if adjustments are necessary.
  • Transition Plan: For children approaching significant transition points, such as entering school, a transition plan outlines the steps needed to ensure a smooth change. This includes coordination between different service providers and the family, ensuring continuity of care and support.

Each of these documents plays an integral role in the systematic approach to displaying and meeting each child's unique needs. Together, they help create a cohesive support network, ensuring that families feel empowered and supported in their journey.

Similar forms

  • Individualized Education Program (IEP) - Similar to an IFSP, an IEP is designed for children with disabilities and outlines specific educational goals and services tailored to their unique needs. Both documents emphasize collaboration among family, educators, and specialists to support a child's development.
  • Transition Plan - This document supports children moving from early intervention services to school-age programs. It outlines the steps needed to ensure a smooth transition, much like the planning conferences in the IFSP that help prepare children for changes in service settings.
  • Child’s Assessment Report - Similar in intent, assessment reports provide a comprehensive overview of a child's developmental strengths and challenges. Like the Present Levels of Development in the IFSP, these reports inform families and providers about a child's abilities and progress.
  • Service Coordination Plan - Focused on the coordination of services across multiple providers, this plan ensures that families receive necessary support. This mirrors the role of the service coordinator defined in the IFSP, who facilitates communication and planning among the team.
  • Family Assessment - This document gathers important information about family resources and priorities. It aligns with the IFSP's focus on family involvement and reflects the importance of understanding a family's unique context in shaping the child’s development.
  • Progress Reports - Similar to the six-month review within the IFSP, progress reports detail a child's growth and development over time. These reports serve to keep families informed about their child's achievements and ongoing needs.
  • Behavior Intervention Plan (BIP) - For children who exhibit challenging behaviors, a BIP offers tailored strategies to encourage positive behaviors. This document can complement an IFSP by specifying behavioral goals and monitoring progress, much like the IFSP's focus on individualized outcomes.

Dos and Don'ts

Filling out the Individual Service Plan Sample form can be a straightforward process if you keep a few important things in mind. Here’s a list of what to do and what to avoid to ensure you complete the form correctly.

  • Do provide the child's full name in the designated space. This helps avoid confusion.
  • Do enter the IFSP meeting date accurately to keep track of timelines.
  • Do include the child's birthdate to establish eligibility based on age.
  • Do make sure you select the correct IFSP type, whether it’s initial or annual.
  • Do document all transition dates as indicated in the form for proper planning.
  • Don't leave any sections blank. Filling out all fields minimizes delays in services.
  • Don't forget to list all relevant natural environments where services can be delivered.
  • Don't skip the informed parental consent section. This step is crucial for compliance.
  • Don't rush the documentation at the end of the meeting. It’s vital to ensure accuracy.

By following these guidelines, you will help create a comprehensive and effective Individual Service Plan for the child.

Misconceptions

Here are some common misconceptions about the Individualized Family Service Plan (IFSP) Sample form:

  • The IFSP is only for children with severe disabilities. Many believe that only children with significant disabilities qualify for an IFSP. In reality, any child with developmental delays may benefit from these services, regardless of the severity.
  • IFSPs are the same as IEPs. Some people think that an IFSP is the same as an Individualized Education Program (IEP). While both plans aim to support children, an IFSP focuses on children under three, while an IEP is for those aged three and older.
  • The form is too complex to fill out. Many feel overwhelmed by the IFSP form. Though it contains sections that require detailed information, the sections guide users step-by-step, making it manageable.
  • Parents have no input in the IFSP process. A common myth is that parents play a passive role. In truth, parents are critical team members and their insights greatly influence the plan.
  • Once the IFSP is created, it cannot change. Some think that the IFSP is set in stone. On the contrary, it can be reviewed and revised regularly to meet the child’s evolving needs.
  • All services must occur in specialized settings. It's a misconception that services must take place in clinical environments. The IFSP emphasizes providing services in natural settings, like the home and community, where children typically engage with peers.
  • The service coordinator’s role is minor. Many believe that the service coordinator's role is just administrative. However, the coordinator is vital for ensuring effective communication and collaboration among all team members involved in the child's development.

Key takeaways

Here are some important points to remember when filling out and using the Individual Service Plan Sample form:

  • Child Information: Start by clearly entering the child's full name and basic details such as birthdate and address. This ensures that all information is correctly associated with the right individual.
  • Designated Service Coordinator: Identify the designated service coordinator. This person will be pivotal in managing and overseeing the services provided.
  • Review Dates: Make sure to note planned review dates. Set these for six months and annually to keep track of the child's progress and adjust services as necessary.
  • Natural Environments: List the natural settings where services should be provided. These should be typical locations for the child, like home or community environments, to promote comfortable and effective learning.
  • Parent Participation: Clearly document parental involvement. Ensure that they understand their rights and responsibilities throughout the process.
  • Transition Planning: Pay attention to transition dates for moving to local education agencies. Planning should begin well before the child's third birthday.
  • Present Levels of Development: Provide a detailed narrative about the child’s strengths and needs in various developmental areas, based on objective assessments. This helps in setting appropriate goals.
  • Signatures for Documentation: Ensure all team members sign the form. This includes noting if someone contributed without being present, so every voice is included in the plan.

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