1. Individual Family Service Plans vs
Individual Family Service Plans vs. Individualized Education Programs vs. Services Plans webinar
Date, Presenter Names, Location

2. ©MDE – Board of Education Strategic Plan Office of Special Education
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
Read aloud.
©MDE – Board of Education Strategic Plan
Office of Special Education

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

4. Office of Special Education
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.
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5. Office of Special Education
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.
These are three distinctly different documents for three different purposes.
An IEP is designed for children who receive special services, are from age three to twenty-one, and attend a public school (Part B). Section 619 of Part B is for children age three to five. Children age three to five may not always attend a public school....
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6. Office of Special Education
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
Office of Special Education

7. Office of Special Education
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;
Office of Special Education

8. Office of Special Education
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;
Office of Special Education

9. Office of Special Education
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;
Office of Special Education

10. Office of Special Education
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.
Office of Special Education

11. Office of Special Education
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    
Office of Special Education

12. Office of Special Education
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
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13. Office of Special Education
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 § )
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14. Office of Special Education
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
Office of Special Education

15. Office of Special Education
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.
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16. Office of Special Education
Services Plan Content Requirements
Office of Special Education

17. Office of Special Education
Services Plan Content Requirements
Office of Special Education

18. Office of Special Education
Services Plan Content Requirements
Office of Special Education

19. Office of Special Education
Services Plan Content Requirements
Office of Special Education

20. Office of Special Education
Services Plan Content Requirements
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21. Office of Special Education
Programming
IEP
FAPE
Program modifications
Any related services needed are provided
Services Plan
No FAPE
Rare program modifications
Only allowable related services
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22. Office of Special Education
Funding
Services Plan
Disproportionate Share funds
Funding can cease as disproportionate share funds end
Funds specific agreed-upon services(s) regardless of need
IEP
Any IDEA, State, or local funds
Must fund services, accommodations, etc.
Funds each need outlined on the child’s IEP
Office of Special Education

23. Office of Special Education
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. 
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24. Office of Special Education
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.
Office of Special Education

25. Office of Special Education
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
Counties with Early Learning Collaboratives:
Office of Special Education

26. Office of Special Education
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.
For example, if a child with Autism is enrolled in a private program by the parent even though the school district has a public opening, the IEP committee may decide that it would be more beneficial to the child to remain in his/her current placement and the child could still have an IEP, not a Services plan.
Office of Special Education

27. Office of Special Education
Special Kindergarten Considerations
Kindergarten-aged students are included in elementary and secondary Services Plan guidelines.
Children who are five-years-old by September 1st 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.
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28. Office of Special Education
Policy References
Guidelines for IFSPs
CFR 34 §
Guidelines for IEPs
CFR 34 §§
Guidelines for children in private schools
CFR 34 §§
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29. Office of Special Education
Contact Information
Teresa Laney, M.S., CCC-SLP Sharon Strong Coon, Office Director Tanya Bradley, Bureau Director Office of Special Education
Office of Special Education