The IFSP as a Living Document

Unlike the IEP for an older child or other “reports”, the IFSP is considered a “living document”. As such, the IFSP document assists in documenting eligibility for both education and non-education related programs and services and should be an integral part of the ongoing IFSP process after early intervention services are initiated. For example, the IFSP serves as a document to facilitate the decision on Social Security Income, Medicaid Home and Community-Based Waivers, and other HHSS program and services. The IFSP then becomes serves a plan of services for families across all community programs that serve the child and family.

In addition, the IFSP document should guide professional visits with families and children. The IFSP should be referred to at the start and/or finish of each service/visit with family and care providers. Professionals and family members should use this document to reflect on family/child strengths and priorities discussed and agreed to at the IFSP meeting. The frequent review of the document can also assist in guiding future plans, specific actions and discussions about old and new priorities.

Therefore the IFSP should be continuously available for review and updates based on changing needs. Any team member can raise a new concern or need but the family should determine whether it becomes an actual IFSP priority or not. Reasons that might prompt a new conern or need:

• Child's growth and development that makes old outcomes obsolete (“accomplished”) and new targets appropriate for services
• Child or family illness that influences the scheduling or focus of current services
• Changes in family finances that may influence insurance coverage of services or a move to a new community/residence and new prompt new challenges/needs
• Child care issues that warrant attention to the providers' needs and setting specific behaviors/challenges.
• New diagnosis following appointments with doctors or a hospitalization
• Adjustments in team services due to staffing challenges.

Some of these events may require that a periodic IFSP meeting be called. Specifically, if the IFSP is to be changed, i.e. if a new or revised outcome is to be added; and/or if services are to be changed or added, then a periodic IFSP must be called.

If no new outcomes or services are needed, an IFSP meeting is not needed; however, the discussion and decisions should still be documented as appropriate. The Services Coordinator will be responsible for assuring that all team members are part of or aware of (as appropriate) of these additions/changes. This documentation may include updates to the Concerns page, Current Abilities Page, or progress statements on an Outcome page.

For example: The Occupational Therapist working with the family and child on outcomes targeted at reaching and independent play with toys is informed by the family that the child has failed to advance to eating table foods like the other children in the family at around age 10-12 months of age. The family is quite concerned about the child's persistent reliance on the bottle and resistance to any foods other than three select strained baby foods. The child reportedly chokes, gags and vomits whenever the family tries to introduce lumpier solids or mashed table foods. The family asks for help in this area. After some initial observation of the parents' efforts to feed the child and some mutual problem solving, it is agreed that the OT could offer some assistance in guiding the family through some new strategies for introduction of table foods. The OT and/or the parent would contact the Services Coordinator and if necessary, ask for a mini conference to discuss the addition of a new IFSP Outcome. Once all three members are informed and agreeable, the new IFSP Outcome page is written, copied and shared with other team members. The OT would address this new outcome as part of her already scheduled services. If the family raises this feeding issue with a professional who does not feel competent to pursue this area of development/intervention, the appropriately trained team member should be notified. The feeding specialist would observe and brainstorm with the parent some strategies that might be reasonable to consider. Again with the Services Coordinator, the three-some could complete a new Outcome page and amend the Services page (pg. 8) if it means additional or new professional services. If the feeding specialist is going to be a new direct or consultative service for the family/team, and this is a school-based employee, the appropriate administrator must also be informed and approve the additional services.