Early LAP Information Document - Kaplan co · assessment practices. Computer assisted technology:...
Transcript of Early LAP Information Document - Kaplan co · assessment practices. Computer assisted technology:...
© 2010 Red‐e Set Grow, LLC Page 1
Early LAP
© 2010 Red‐e Set Grow, LLC Page 2
Table of Contents Overview ................................................................................................................................................... 3
Computer assisted technology: ................................................................................................................ 3
Features and Benefits of LAP Electronic Products: ................................................................................... 4
Secure and Reliable ............................................................................................................................... 4
Quick and Easy ...................................................................................................................................... 4
Reporting .............................................................................................................................................. 4
Lesson Planning ..................................................................................................................................... 4
Reporting using Computer assisted technology: ...................................................................................... 5
Child Reports: ........................................................................................................................................ 5
Child Report: ......................................................................................................................................... 5
Child Language Development Report: .................................................................................................. 6
Child Profile Report: .............................................................................................................................. 6
Other Child Reports: ............................................................................................................................. 6
Teacher/Classroom Reports: ................................................................................................................ 7
Classroom Report: ................................................................................................................................. 8
Site and Agency (Program) Reports: ..................................................................................................... 8
Evaluation and Planning Report: ........................................................................................................... 9
Sample Reports: ........................................................................................................................................ 9
© 2010 Red‐e Set Grow, LLC Page 3
Overview The Early Learning Accomplishment Profile (E‐LAP) provides a systematic method for observing the skill development of children functioning in the birth to 36 month age‐range. The purpose of this criterion‐referenced assessment is to assist teachers, caseworkers, clinicians, and parents in assessing individual development. The Early LAP contains a hierarchy of 414 developmental skills arranged in chronological sequence in six domains of development:
gross motor (90 items) Infants and toddlers fine motor (73 items) cognition (105 items) language (59 items) self‐help (49 items) social‐emotional (38 items)
The results of the E‐LAP provide a complete picture of a child’s developmental progress so that
individualized, developmentally appropriate, activities can be planned, implemented and monitored.
This assessment can be used with any infant and toddler, including children with disabilities who are
functioning below the 36‐month age range. The E‐LAP is not a “normed” or “standardized” instrument,
so, therefore, its results should not be used in isolation to determine eligibility for special services or for
other purposes that require standardized instruments. However, E‐LAP results are often used in
combination with standardized instruments to determine developmental levels of functioning and
eligibility for special services. Professionals often choose the E‐LAP because it gives a much more
complete assessment of a child’s acquired skills and emerging skills than most standardized instruments.
The Early LAP may be administered at specified checkpoints (e.g. beginning‐, middle‐, and end‐of‐year)
and/or used for ongoing observation.
Early LAP results can be applied in the following ways:
To provide individual skill development information for planning developmentally appropriate activities.
To provide supporting documentation of individual skill development for children with potential developmental delays or specific disabilities.
To communicate with families or interventionist involved in the child’s care. To train teachers, paraprofessionals, clinicians, and parents on developmentally appropriate
assessment practices.
Computer assisted technology: The Early LAP CSA is designed to work in conjunction with the Early LAP Assessment and provides tools
for creating classrooms, entering child information, entering checkpoint results and generating reports.
The CD‐ROM version of the software is perfect for small programs or those programs without internet
access. The web version of the software is designed to help programs aggregate data across multiple
classrooms and/or sites, and provides immediate access to data from any PC based computer with
access to the internet. The Early LAP CSA helps teachers, case workers, families, and administrators’
© 2010 Red‐e Set Grow, LLC Page 4
document and track child progress, supports effective communication of child progress and
documented child goals, plan individualized instruction, plan group strategies that work with your
curriculum, and plan and monitor progress towards program goals and objectives. Raw scores and
approximate developmental age‐range scores are automatically calculated for each of the 6 domains
based on individual item scores entered.
Features and Benefits of LAP Electronic Products:
Secure and Reliable
LAP Electronic products are designed to work in conjunction with the LAP products already used in the classroom.
User ID and password security determines who has access to the software application, what data the user can access, and what functionality the user has.
The CSA and MSA automatically verify that a valid basal and ceiling are achieved in each domain or subscale before the user is allowed to save data eliminating invalid assessments.
The CSA and MSA both calculate the child’s chronological age as of the checkpoint date guiding the user where to start in each domain.
Scores are automatically calculated upon completion of each domain.
Quick and Easy
Child data may be entered into the computer or imported using the LAP Import module (web only and requires the user to export data into an excel spreadsheet for importing).
Administrative users can transfer children between classrooms and sites as the family moves. All data associated with the child travels with the child and may be accessed by the child’s new teacher.
Using multiple LAP products only requires a single log in; teachers can switch between licensed LAP products from within the application.
Users with CD‐ROM applications can consolidate data using the data consolidation feature for running site and program reports.
Reporting
Reports are available at the child, classroom, site and program levels.
Generate reports based on a single checkpoint or compare multiple checkpoints to monitor child progress.
Administrators can build their own report using the Evaluation and Planning Tool selecting exactly what information they want to see in the report.
Lesson Planning
Use reports and on‐line activities to create individualized or group activities based on each child’s needs.
Document child progress using the anecdotal notes section.
Update child progress using the on‐going feature of the Early LAP.
Determine emerging skills using child and classroom reports.
© 2010 Red‐e Set Grow, LLC Page 5
Reporting using Computer assisted technology:
Child Reports:
Child reports are broken into two categories – Period reports (reports that only include the most recent
checkpoint results) and Date‐Range (DR) Reports (reports that include the most recent assessment
results by checkpoint (i.e. Beginning, Mid‐Year, Ongoing, End of Year) for the selected date range. The
following table lists each of the Child Reports and report characteristics.
Table: Child Reports
Report Name Type Graph #
#
Comparative Beginning
Results
Mid-Year
Results
Ongoing
Results
End of Year
Results
All Scores Summary DR N Y Y Y Y N Y
Child Report DR Y Y Y Y Y Y Y
Child Language
Development Report DR Y Y Y Y Y Y Y
Report to Parent –
English Period N N N (1) (1) (1) (1)
Report to Parent –
Spanish Period N N N (1) (1) (1) (1)
Summary of Results
and Comments Period N N N (1) (1) (1) (1)
Individual Objectives
by Domain Period N N N (1) (1) (1) (1)
Guide for
Developing IFSP
Objectives
Period N N N (1) (1) (1) (1)
Approximate
Developmental Age
by Domain
DR Y N Y Y Y N Y
Child Profile Report DR Y N Y Y Y N Y
(1) Report includes the latest checkpoint by date information.
The following pages include information about reports that use graphs and how to interpret report data.
Child Report:
The Child Report graphs the child’s progress in each of the 6 Domains and compares the child’s
development at the beginning of the year versus the child’s development at each additional checkpoint
during the year.
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Graphs in the child report are based on the child’s raw score (the net number of mastered milestones in
each domain) and show the child’s progress by drawing a vertical bar for each checkpoint representing
the raw score in that domain verses the total number of potential items for that domain. Approximate
Developmental Age scores are calculated for each domain.
Child Language Development Report:
The Child Language Development Report includes graphs representing the child’s progress in language
acquisition (Receptive and Expressive Communication Skills). At the beginning of each graph a legend
describes the individual developmental milestones measured and included in each graph. The Receptive
and Expressive Communication graphs are derived from the Child’s Results in the Language Domain.
Inside the Teacher’s Manual beside each developmental skill in the Language Domain an (R), (E), (R, E) or
(E, R) is listed. Developmental items with an R measure a child’s receptive language skills, items with an
E measure a child’s expressive language skills and items with an (R,E) or an (E,R) measure both Receptive
and Expressive Language skills. When both skills are listed the first letter represents the more dominant
skill of the two. Results are expressed as a percentage of individual milestones the child has achieved
when compared to the total potential number of milestones.
Child Profile Report:
The Child Profile report is the only report not accessed through the Reports/Child Reports menu option.
The Child Profile Report is accessed through the Assessment Summary Screen and is generated by
selecting up to three individual checkpoints (not including ongoing type assessments). Results are
shown graphically for each domain with separate lines displayed horizontally across the page represent
items the child has mastered and emerging skills for each checkpoint selected for each completed
domain. This report can include checkpoints that span across multiple program years.
The following table list other reports not previously discussed and including the type of information
each report includes and how the report can be used.
Other Child Reports: Report Name Comments
All Scores Summary
A listing of the raw score for each domain completed for each assessment included. The All Scores Summary Report includes the most recent checkpoint (Beginning of Year, Mid-Year, End of Year) completed during the reporting period.
Report to Parent (English and/or Spanish)
List the Mastered and Emerging Skills for each domain completed base on the most recent assessment.
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Report Name Comments
Summary of Results and Comments
A hard copy of the most recent assessment results including items scored and any comments included at the item level. Results are listed by domain.
Individual Objectives by Domain
A listing of emerging skills in each domain completed based on the most recent assessment.
Planning Form for Individualized Family Service
Plan
A listing of the child’s emerging skills, strengths and other needs to be used as a guide for participating in the IFSP meeting.
Teacher/Classroom Reports:
Classroom Reports aggregate the information on all children currently enrolled in the classroom. If a
child is removed from a classroom, that child’s assessment results are not included in the classroom
results in any future reports after the date the child is removed. With the exception of one report (the
Starting Point Report) all Classroom Reports are Date‐Range Reports. The following table lists each of
the Classroom Reports and report characteristics.
Table: Classroom Reports
Report Name Type Graph #
#
Comparative Beginning
Results
Mid-Year
Results
Ongoing
Results
End of Year
Results
Class Grouping by E-
LAP Item DR N N N Y Y N Y
Classroom Report DR Y Y Y Y Y Y Y
Language
Development Report DR Y Y Y Y Y N Y
Starting Point Report Period N N N N N N N
Raw Score Summary
by Domain DR N Y Y Y Y Y Y
Approximate
Developmental Age
by Domain
DR N Y Y Y Y N Y
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Classroom Report:
The Classroom Report graphs each child’s progress in each of the 6 Domains in the Early LAP. Graphic
symbols are used to denote which items the child has mastered based on the Beginning of Year
Checkpoint Results and which items have been mastered by the child based on subsequent updates.
Each child is listed across the top of the page with the developmental milestones listed down the left
hand side of the grid and individual boxes for each child’s information. Developmental skills that are
emerging are denoted by an “E” in the appropriate square. A separate page(s) is printed for each of the
six domains.
Other Classroom Reports:
Report Name Comments
Class Grouping by E-LAP Item
A listing of the emerging skills by domain based on the most recent assessment for each child in the class. Children’s names are aggregated by developmental skill.
Language Development Report A summary report showing progress overtime for children in receptive and expressive language skills.
Starting Point Report
A report to be used for determining the starting point for each domain when a basal and ceiling are to be established. This report should not be used when updating previously completed assessments.
Raw Score Summary by Domain
Raw score summary by domain for each child in the classroom. List the most recent assessment completed by checkpoint (Beginning of Year, Mid-Year and End of Year).
Approximate Developmental Age by Domain
A summary of each child’s approximate developmental age score in each of the 6 domains for each assessment completed during the designated checkpoint.
Site and Agency (Program) Reports:
Site and Agency Reports represent the final type of reports available in the Early LAP software program.
To run these reports the user must have administrative privileges or agency administrative privileges.
The following table lists each of the Site and Agency (Program) Reports and the report characteristics.
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Table: Site/Agency (Program) Reports
Report Name Type Graph #
#
Comparative Beginning
Results
Mid-Year
Results
Ongoing
Results
End of Year
Results
Site Language
Development Report DR Y Y Y Y Y N Y
Evaluation and
Planning DR Y Y Y Y Y N Y
Evaluation and Planning Report:
The Evaluation and Planning Report enables the user to decide how much or how little information is
included in the report and what format to use when displaying the data. The report can be generated at
the Classroom, or Site levels and checkpoint results can be aggregated and reported based on Early LAP
Domains. Users decide which sites, classrooms and domains are included in the report. After selecting
the reporting format, User’s can decide which children are included in the report. Some of the variables
available include:
Gender Language
Ethnicity Disability
Child date of birth Only children with selected checkpoints
Family demographics Child User Defined Fields
Family User Defined Fields Classroom User Defined Fields
Teacher User Defined Fields
When generated the report is expressed in terms of numbers and graphical representation. Graphs are
segmented by domains with separate entries for each entity (classroom or site) included in the report.
Numerical information includes the number of entities included (children if classroom, classrooms if site,
sites if program) the percentage and number breakdown of male and female children, and finally the
high, low and average percentages for each checkpoint period (beginning, mid‐year or end of year)
included in the report. Since the Evaluation and Planning report is a date range report only the latest
assessment for each checkpoint (Beginning, Mid‐Year, and End of Year) is included for reporting
purposes. Graphs are included for each checkpoint period average.
Sample Reports: The following pages include the following sample reports from the Early LAP CSA.
Family Report
Individual Learning Objective by Domain
Child Report
Planning Form for Individualized Family Service Plan (IFSP)
Report for the Family of Veronica Flores Date of Report: 11/19/2010Page 1 of 3
Purpose: Report to parents of the child's development listing mastered skills and skills ready to be learned.
We have recently completed an assessment of your child's developmental skills. Please recognize thatthere are no right or wrong answers, as each child develops at their own pace. This simply helps usunderstand what milestones Veronica has mastered and what are emerging skills that we can help her withby planning appropriate activities.
Child's Name: Veronica Flores
Date of Birth: 12/19/2006
Teacher Name:
School Name:
Roger Foster
A TCA Site
Your Child has mastered the following skills:
Gross Motor: (GM) Mastered Skills
Walks Up And Down Stairs, Alternating Feet
Hops On One Foot-- 2 Or More Hops
Stands Up From Supine
Walks Backwards
Jumps From Bottom Step
Fine Motor: (FM) Mastered Skills
Holds Pencil with Thumb and Forefinger Instead of Fist
Builds Tower of 8 Cubes
Makes Train of Cubes
Turn Pages of Book Singly
Imitates Circular Stoke
Cognitive: (CG) Mastered Skills
Repeats 2 Digits
Makes Train of Cubes
Understands 2 Prepositions
Hands Objects Similar To a Familiar Sample
Points To 4 Body Parts
Language: (LN) Mastered Skills
Speaks 50 Or More Words
Understands 2 Prepositions
Points To 4 Body Parts
Copyright © 2004 by Red-e Set Grow, LLC. All rights reserved.
Date of Report: 11/19/2010Page 2 of 3
Child's Name: Veronica Flores
Date of Birth: 12/19/2006
Teacher Name:
School Name:
Roger Foster
A TCA Site
Language: (LN) Mastered Skills
Uses Pronouns--I, You, Me--Not Always Correctly
Points To 5 Pictures When Asked To Do So
Self-help: (SH) Mastered Skills
Squats, Holds Self, Or Verbalizes Toilet Needs
Puts Shoes On Part Way
Replaces Some Objects Where They Belong
Steps Upstairs With Hand On Rail
Creeps Backward Down Stairs
Social/Emotional: (SE) Mastered Skills
Names Or Points To Self In Photograph
Inflexible And Rigid In Behavior
Enjoys Role-Playing; Wraps Up Doll And Puts To Bed
Begins to Claim And Defend Ownership Of Personal Things
Temper Tantrums Are Common
Your Child is ready to learn the following skills:
Gross Motor: (GM) Emerging Skills
Balances On One Foot
Fine Motor: (FM) Emerging Skills
Adapts to Reversal of Formboard in 4 Trials
Imitates Drawing Vertical Lines, Horizontal Line, and Circle
Imitates Cross
Builds Tower of 10 Cubes
Cognitive: (CG) Emerging Skills
Adapts To Reversal Of Formboard In 4 Trials
Imitates Drawing Vertical Line, Horizontal Line, and Circle
Understands Size Differences
Shows Or Tells Use Of One Or More Familiar Objects On Request
Date of Report: 11/19/2010Page 3 of 3
Child's Name: Veronica Flores
Date of Birth: 12/19/2006
Teacher Name:
School Name:
Roger Foster
A TCA Site
Language: (LN) Emerging Skills
Uses Plurals
Shows Or Tells Use Of One Or More Familar Objects On Request
Names Or Identifies Objects By Use
Self-Help: (SH) Emerging Skills
Unzips Zippers
Unwraps Candy
Takes Off Clothes, With Help On Buttons
Pulls Off And On Pants Or Shorts
Social/Emotional: (SE) Emerging Skills
Parallel Play Predominates
Initiates Own Play Activities
Begins "Associative Play" Activities
Plays Simple Group Games (i.e., "Ring Around The Rosey") With AdultHelp (Cooperative Play)
Joins In Nursery Rhymes And Songs
Child's Name: Veronica Flores
Date of Birth: 12/19/2006
Disability:
Teacher's Name:
Date of Report:
Page 1 of 2
Roger Foster
Site/Agency: A TCA Site
Date of Test: 01/25/2009 Chronological Age: 25 Months
11/19/2010
Roger's Training
Purpose: Individual learning objectives based on the most current E-LAP assessment results
Individual Learning Objectives
DevelopmentalMilestones Item
DevAge
(Items missed on the most current E-LAP Assessment)
Gross Motor
Balances On One Foot GM90 36
Fine Motor
Adapts to Reversal of Formboard in 4 Trials FM61 24
Imitates Drawing Vertical Lines, Horizontal Line, and Circle FM64 27
Imitates Cross FM67 30
Builds Tower of 10 Cubes FM68 33
Cognitive
Adapts To Reversal Of Formboard In 4 Trials CG80 24
Imitates Drawing Vertical Line, Horizontal Line, and Circle CG84 27
Understands Size Differences CG86 27
Shows Or Tells Use Of One Or More Familiar Objects On Request CG87 30
Language
Uses Plurals LN49 30
Shows Or Tells Use Of One Or More Familar Objects On Request LN50 30
Names Or Identifies Objects By Use LN51 30
Self-help
Unzips Zippers SH25 18
Unwraps Candy SH32 22
Takes Off Clothes, With Help On Buttons SH34 24
Pulls Off And On Pants Or Shorts SH35 24
Copyright (c) 2006 by Red-e Set Grow, LLC. All rights Reserved.
Child's Name: Veronica Flores
Date of Birth: 12/19/2006
Disability:
Teacher's Name:
Date of Report:
Page 2 of 2
Roger Foster
Site/Agency: A TCA Site
Date of Test: 01/25/2009 Chronological Age: 25 Months
11/19/2010
Roger's Training
Purpose: Individual learning objectives based on the most current E-LAP assessment results
Individual Learning Objectives
DevelopmentalMilestones Item
DevAge
(Items missed on the most current E-LAP Assessment)
Social/Emotional
Parallel Play Predominates SE27 18
Initiates Own Play Activities SE30 24
Begins "Associative Play" Activities SE33 33
Plays Simple Group Games (i.e., "Ring Around The Rosey") With Adult Help (Cooperative Play) SE35 36
Joins In Nursery Rhymes And Songs SE36 36
E-LAP Child Report for Caleb CarpenterReport Date:
Page 1 of 8
Agency Name: Roger's Training
School Name: A TCA Site
Child Report for Caleb Carpenter
08/01/2010 through 09/30/2010
11/19/2010
Based on Results From the E-LAP Assessment
Includes Assessments from:
Child's Chronological Age as of latest Assessment:
Beginning: Mid-Year: Ongoing: End of Year:X
21
X X
months
E-LAP Child Report for Caleb Carpenter Report Date: 11/19/2010
Page 2 of 8
The Early Learning Accomplishment Profile - (E-LAP) provides a systematic methodfor ongoing observation and assessment of children's existing skills in six developmental domains(Gross Motor, Fine Motor, Cognitive, Language, Self-Help, and Social-Emotional). The E-LAPis designed to assess children who are functioning in the Newborn - 36 month old range. The purpose of thiscriterion-referenced assessment is to assist parents, teachers, and program specialists and administrators inassessing the developmental progress of individual children and groups of children so that individualized,developmentally appropriate learning environments and activities can be planned and implemented. Useof the E-LAP will contribute to:
1. Ongoiong assessment of children's developmental skill levels at any time during the program year (e.g., beginning, mid-point, end).2. Planning developmentall appropriate curriculum for individuals and groups.3. Measuring child outcomes, i.e., the progress and accomplishments of children over time.4. Facilitating program self-assessment and strategic planning.
E-LAP Assessment Reports
The Individual Child Reports provide teachers and parents with visual representations of the skill developmentof a specific child. The Reports enable teachers and parents to:
1. Monitor the developmental progress of individual children in all of the E-LAP domians.2. Plan learning environments and activities appropriate for children's strngths and needs.3. Identify children who may require special assistance.
The following six graphs represent the progress of Caleb Carpenter's in each domain of the E-LAP between 08/01/2010and 09/30/2010. It illustrates his raw score in each domain. The graph represents the raw score as a percentage of themaximium raw score possible for the domain.
E-LAP Child Report for Caleb Carpenter Report Date: 11/19/2010
Page 3 of 8
Date of Assessment
Domain: Gross Motor
Raw Score
HighestPotentialRaw ScoreGain
Time ofYear
ApproximateDevelopmental Age
The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Gross Motor domain for eachassessment completed.
08/26/2010 Beginning 77 1890
08/31/2010 Mid-year 81 21904
09/07/2010 End-year 84 24903
E-LAP Child Report for Caleb Carpenter Report Date: 11/19/2010
Page 4 of 8
Date of Assessment
Domain: Fine Motor
Raw Score
HighestPotentialRaw ScoreGain
Time ofYear
ApproximateDevelopmental Age
The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Fine Motor domain for each assessmentcompleted.
08/26/2010 Beginning 68 3373
08/31/2010 Mid-year 72 36734
09/07/2010 End-year 72 36730
E-LAP Child Report for Caleb Carpenter Report Date: 11/19/2010
Page 5 of 8
Date of Assessment
Domain: Cognitive
Raw Score
HighestPotentialRaw ScoreGain
Time ofYear
ApproximateDevelopmental Age
The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Cognitive domain for each assessmentcompleted.
08/26/2010 Beginning 80 24105
08/31/2010 Mid-year 86 271056
09/07/2010 End-year 0105
E-LAP Child Report for Caleb Carpenter Report Date: 11/19/2010
Page 6 of 8
Date of Assessment
Domain: Language
Raw Score
HighestPotentialRaw ScoreGain
Time ofYear
ApproximateDevelopmental Age
The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Language domain for each assessmentcompleted.
08/26/2010 Beginning 39 2159
08/31/2010 Mid-year 42 24593
09/07/2010 End-year 059
E-LAP Child Report for Caleb Carpenter Report Date: 11/19/2010
Page 7 of 8
Date of Assessment
Domain: Self-help
Raw Score
HighestPotentialRaw ScoreGain
Time ofYear
ApproximateDevelopmental Age
The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Self-help domain for each assessmentcompleted.
08/26/2010 Beginning 0 049
08/31/2010 Mid-year 3 7493
09/07/2010 End-year 049
E-LAP Child Report for Caleb Carpenter Report Date: 11/19/2010
Page 8 of 8
Date of Assessment
Domain: Social/Emotional
Raw Score
HighestPotentialRaw ScoreGain
Time ofYear
ApproximateDevelopmental Age
The following graph represents Caleb Carpenter results from his E-LAP Assessments completed between theselected dates. The bars represent the percentage of items mastered in the Social/Emotional domain for eachassessment completed.
08/26/2010 Beginning 37 3638
08/31/2010 Mid-year 38 36381
09/07/2010 End-year 038
Date: 11/19/2010 Classroom Name: Roger Foster's EHS
IFSP
Identifying Information Name of child (last, first) Flores, Veronica
Child's nickname:
Child identification number: Date of birth: Chronological / adjusted age: Gender: 12/19/2006 Female
Family's primary language / mode of communication:
Roger's Training identifcation number:
Child's primary language / mode of communication:
Type of representative (check one): English
Name of representative(s): Parent Guardian Foster parent Surrogate parent
Address (number and street):
City / State: ZIP code: County:
Work telephone number: Home telephone number:
Cellular telephone number: Email address:
Service Coordination Information Name of service coordinator: Name of agency:
Roger's Training Telephone number(s): Fax number:
(336) 777-0075
3562 Spangenberg
Address (number and street):
City / State:
Clemmons , NC
Zip code:
27012
Planning Form for Individualized Family Service Plan (IFSP)
Page 1 of 10
Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:________
Domain(Person/Date)
Statement of Child's Current Level of Performance.Provide the Raw Score and Approximate Developmental Age Equivalent.Check if evaluation is recommended.
PhysicalDevelopment
Date 01/25/2009
Fine Motor Gross Motor
Raw Score Raw ScoreAE AE
Evaluation Recommended:
Examiner: AlmaQuintanilla 64 368927
Adaptive
Examiner: AlmaQuintanillaDate 01/25/2009
Raw Score AE
Evaluation Recommended:
31 22
Cognitive
Examiner: AlmaQuintanillaDate 01/25/2009
Raw Score AE
Evaluation Recommended:
83 27
Communication
Examiner: AlmaQuintanillaDate 01/25/2009
Raw Score AE
Evaluation Recommended:
48 24
Social
Examiner: AlmaQuintanillaDate 01/25/2009
Raw Score AE
Evaluation Recommended:
31 24
Hearing Screen Date: __________ Screener: _______________________________________
Vision Screen Date: __________ Screener: _______________________________________
Dental Screen Date: __________ Screener: _______________________________________
Medical Screen Date: __________ Screener: _______________________________________
mos. mos.
mos.
mos.
mos.
mos.
Page 2 of 10
Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:________
Physical Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:
How we will evaluate progress. By When?
Strengths: Needs:30 mos. Holds Pencil with Thumb and Forefinger Instead of
Fist
30 mos. Builds Tower of 8 Cubes
27 mos. Makes Train of Cubes
24 mos. Turn Pages of Book Singly
24 mos. Imitates Circular Stoke
33 mos. Builds Tower of 10 Cubes
30 mos. Imitates Cross
27 mos. Imitates Drawing Vertical Lines,Horizontal Line, and Circle
24 mos. Adapts to Reversal of Formboardin 4 Trials
36 mos. Walks Up And Down Stairs, Alternating Feet
36 mos. Hops On One Foot-- 2 Or More Hops
30 mos. Stands Up From Supine
28 mos. Walks Backwards
24 mos. Jumps From Bottom Step
36 mos. Balances On One Foot
Page 3 of 10
Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:________
Adaptive Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:
How we will evaluate progress. By When?
Strengths: Needs:24 mos. Squats, Holds Self, Or Verbalizes Toilet Needs
22 mos. Puts Shoes On Part Way
21 mos. Replaces Some Objects Where They Belong
21 mos. Steps Upstairs With Hand On Rail
21 mos. Creeps Backward Down Stairs
24 mos. Pulls Off And On Pants Or Shorts
24 mos. Takes Off Clothes, With Help OnButtons
22 mos. Unwraps Candy
18 mos. Unzips Zippers
Page 4 of 10
Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:________
Cognitive Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:
How we will evaluate progress. By When?
Strengths: Needs:27 mos. Repeats 2 Digits
27 mos. Makes Train of Cubes
24 mos. Understands 2 Prepositions
24 mos. Hands Objects Similar To a Familiar Sample
24 mos. Points To 4 Body Parts
30 mos. Shows Or Tells Use Of One OrMore Familiar Objects OnRequest
27 mos. Understands Size Differences
27 mos. Imitates Drawing Vertical Line,Horizontal Line, and Circle
24 mos. Adapts To Reversal OfFormboard In 4 Trials
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Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:________
Communication Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:
How we will evaluate progress. By When?
Strengths: Needs:24 mos. Speaks 50 Or More Words
24 mos. Understands 2 Prepositions
24 mos. Points To 4 Body Parts
24 mos. Uses Pronouns--I, You, Me--Not Always Correctly
24 mos. Points To 5 Pictures When Asked To Do So
30 mos. Names Or Identifies Objects ByUse
30 mos. Shows Or Tells Use Of One OrMore Familar Objects OnRequest
30 mos. Uses Plurals
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Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:________
Social Outcomes Outcome number:The IFSP must include the major outcomes expected to be achieved for the child and family, and the criteria, proceduresand timelines used to determine the achievement of the outcome. Outcomes should be written in a language easilyunderstood by the family and all IFSP Team members. The outcome should not include specific services or individualnames until the IFSP is completed. All outcomes must be reviewed and discussed with the family.Outcome Statement: What we would like to see happen: So that:
How we will evaluate progress. By When?
Strengths: Needs:33 mos. Names Or Points To Self In Photograph
28 mos. Inflexible And Rigid In Behavior
24 mos. Enjoys Role-Playing; Wraps Up Doll And Puts To Bed
24 mos. Begins to Claim And Defend Ownership Of PersonalThings
18 mos. Temper Tantrums Are Common
36 mos. Joins In Nursery Rhymes AndSongs
36 mos. Plays Simple Group Games (i.e.,"Ring Around The Rosey") WithAdult Help (Cooperative Play)
33 mos. Begins "Associative Play"Activities
24 mos. Initiates Own Play Activities
18 mos. Parallel Play Predominates
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Natural Settings / Environments
Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:________
Federal statute requires that early intervention services be provided in natural environments and may only be provided inother settings when services cannot be achieved satisfactorily in the natural environment. Please complete the followingsection. If a Family Interview has been completed within the past 30 days, please utilize the Family Interview information.
Please check the following peoplethat are involved in your child's careand check those you would likeincluded in your child's services:
Pleaseinvolve
Mother
Father
Step parents
Foster parents
Grandparents
Other caregiver
Childcare provider
My child is able to complete the followingroutines successfully and independently.
Yes WithHelp
I wouldlike help
Get up in themorning
Dressing
Meal time
Inside play
Outside play
Getting along withpeers
Family games
Nap time
Toileting time
Going to bed
Leaving home
Other:__________
In the past 2 weeks my child hasparticipated in the followingcommunity settings: Please note ifthere have been any concerns withaccess to these settings.
Grocery shopping
Other shopping
Visiting friends / relatives
Going out to eat
Attending social activities
Attending a religious service
Childcare
Head Start
Community children's activities
Community event
Other:__________
Natural Environment Justification: Supports and services must be provided to your child in settings that are natural ortypical for chidren of the same age (natural environments). If, as a team, we decide that we cannot provide a service in anatural environment, we need to explain how we made that decision.
Other:_________
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Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:________
Transition Checklist / Outcome
Outcome number
ProjectedDate(s):
ProjectedDate(s):
Transition activities into the program: Transition activities out of the program:
. Transition from hospital, neonatalintensive care unit to home, and into earlyintervention services to ensure that nodisruption occurs in necessary services.
Transition activities within the program.
. Family changes that may affect IFSPservice delivery (i.e., employment, birth oradoption of sibling, medical needs of otherfamily members).
. Child changes that may affect IFSPservice delivery (i.e., hospitalization orsurgery, placement in a child careprogram, addition of new equipment ortechnology, medication changes)
. Introduction of new or a change inService Provider(s)
. Termination of existing IFSP services
Exiting the system:
. Contact necessary organization(s) toexplore future service options.
. Explore community program options forchild.
. Explore community program options forfamily.
. Discuss transition process and rights andresponsibilities under Part C
. Send specific information to the localeducation agency, with informed, writtenconsent, at child's age 18 months.
. Send specific information to the localeducation agency, with informed, writtenconsent, at child's age 30 months.
. Send specific information to communityprograms, upon informed, written consent,to facilitate service delivery or transitionfrom early intervention system.
. Convene the transition meeting.
Outcome:(related to transition)
Strategies for working toward transition. Who is responsible? Timeline / ExpectedDate of Completion
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Name of Child: Veronica Flores Date of Birth: 12/19/2006 IFSP Planning Date:_______
Early Intervention ServicesEarly intervention services must meet the developmental needs of the child and family and are based upon theOutcomes developed. Services are selected in collaboration with the parents and provided under public supervision byqualified personnel in conformity with the IFSP.
Early Intervention Service Options Location Assistive technology
Audiological services
Health services
Medical diagnostic services
Nursing services
Nutrition services
Occupational therapy
Physical therapy
Psychological services
Social work services
Special instruction
Speech/Language therapy
Transportation
Vision services
Program designed for childrenwith delays/disabilities
Program designed for typicallydeveloping children
Home
Hospital (inpatient)
Residential facility
Service provider location
Other setting
Services RelatedOutcome
Frequency and Intensityof Service
StartDate
EndDate
ProviderInformation
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