{"id":362,"date":"2019-09-18T18:24:57","date_gmt":"2019-09-18T18:24:57","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/?post_type=chapter&#038;p=362"},"modified":"2020-09-14T16:48:42","modified_gmt":"2020-09-14T16:48:42","slug":"ifsp-individual-family-service-plan","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/chapter\/ifsp-individual-family-service-plan\/","title":{"raw":"IFSP: Individual Family Service Plan","rendered":"IFSP: Individual Family Service Plan"},"content":{"raw":"The <span style=\"color: #993366\"><strong>Individualized Family Service Plan (IFSP<\/strong><\/span>) is the result of a dynamic process that begins with the first contact with a child\u2019s family. Because it is based on a partnership between family members and professionals, it is important that staff and parents are flexible during the process to best meet the child\u2019s needs. The IFSP will change and grow during this process to reflect the needs of the family as well as those of the child. Although the legal timelines for the IFSP establish a linear outline for activities, circumstances that affect the child and the family may interrupt the process and alter the schedule.\r\n\r\nThese circumstances include:\r\n<ul>\r\n \t<li>The health of the child (Medical needs may take precedence over other needs.)<\/li>\r\n \t<li>Family crises<\/li>\r\n \t<li>Diagnostic appointments, which may yield important information about the\u00a0child that should be included in the\u00a0Family work schedules that may conflict\u00a0with the scheduling of IFSP-related activities<\/li>\r\n<\/ul>\r\nFederal and state regulations specify\u00a0the IFSP process and timelines as follows:\r\n<ol>\r\n \t<li>Within two working days from the time\u00a0the infant or toddler is identified by the\u00a0primary referral source, he or she must\u00a0be referred to the appropriate public\u00a0agency.<\/li>\r\n \t<li>Within 45 calendar days of referral, the\u00a0agency coordinating services must:\r\na.Receive the referral and assign a service coordinator.\r\nb. Notify the parents of the referral.\r\nc. Notify the parents of their rights and procedural safeguards\r\nd. Obtain written parental consent to conduct the initial evaluation and assessment\r\ne. Conduct the evaluation and assessment activities.\r\nf. Hold a meeting with the parents in their native language, at a place and\u00a0time convenient for them, to present\u00a0evaluation and assessment results,\u00a0determine eligibility, and develop the\u00a0initial IFSP\r\ng. Obtain written parental consent to\u00a0provide the agreed-upon early intervention\u00a0services.<\/li>\r\n<\/ol>\r\n3. The public agency that is coordinating\u00a0services must initiate the agreed-upon\u00a0possible.\r\n\r\n4. Every six months, and when requested,\u00a0the coordinating agency must:\r\na. Notify the parents of the intent to review.\r\nb. Conduct the review of the IFSP and the progress of the child.\r\n\r\n5. Annually, the agency must take these actions:\r\na. Notify the parents of the intent to review.\r\nb.Notify the parents of their rights and procedural safeguards.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0c.\u00a0 Conduct a meeting to review the IFSP and the progress of the child.\r\n\r\n6. When the child is two years six months old, the agency must:\r\na. Notify the parents of the approaching transition.\r\nb. Notify the receiving LEA of the transition of the child.\r\nc. Begin to develop a written transition plan as a part of the IFSP.\r\n\r\n7. Within 30 days following the notification of the intent to begin transition planning, the agency must determine a date for the transition planning meeting.\r\n\r\n8. The agency must complete planning for the transition when the child is two years nine months old, at the latest\r\n<div class=\"textbox\">New York State DOH Individualized Family Service Plan\u00a0 \u00a0<a style=\"color: #993366\" href=\"https:\/\/www.health.ny.gov\/publications\/0532\/family_service_plan.htm\">https:\/\/www.health.ny.gov\/publications\/0532\/family_service_plan.htm\u00a0<\/a><\/div>\r\n\r\n<hr \/>\r\n\r\n<span style=\"color: #993366\"><strong>Participants in the IFSP Process<\/strong><\/span>\r\n\r\nMany people are involved in the development\u00a0of the IFSP. The following team\u00a0members must participate in the development\u00a0of the initial and annual IFSPs:\r\n<ul>\r\n \t<li>The child\u2019s parents, guardians, or surrogate parents<\/li>\r\n \t<li>Other family members, at the parents\u2019 request (if feasible)<\/li>\r\n \t<li>An advocate or person outside the family, at the parents\u2019 request<\/li>\r\n \t<li>The service coordinator<\/li>\r\n \t<li>One or more persons directly involved in conducting the child\u2019s and family\u2019s evaluations and assessments<\/li>\r\n \t<li>Service providers, as appropriate<\/li>\r\n \t<li>An interpreter, if necessary<\/li>\r\n<\/ul>\r\nEach of these participants brings vital\u00a0information to be addressed in the IFSP,\u00a0and all are equal team\u00a0 members. In addition to knowing the child best, family\u00a0members know the supports within the\u00a0child\u2019s daily environment and set the priorities\u00a0that fit into the members\u2019 lives. The\u00a0service coordinator provides information\u00a0regarding all aspects of services for the\u00a0child, and evaluators and service providers\u00a0bring specific information that is critical to\u00a0developing a plan to benefit the child.\r\n\r\nIf the persons conducting the evaluations\u00a0cannot attend the IFSP meeting in\u00a0person, they can make other arrangements,\u00a0as follows:\r\n<ul>\r\n \t<li>Participate in a telephone conference call.<\/li>\r\n \t<li>Send a knowledgeable representative to the meeting.<\/li>\r\n \t<li>Make records available at the meeting.<\/li>\r\n<\/ul>\r\nComponents of the IFSP Document and Levels of Development\r\n\r\nhe IFSP must include\u00a0information in the following categories:\r\n<ul>\r\n \t<li>Levels of development in cognitive, physical (including vision, hearing\u00a0and health), communication,\u00a0 social\u2013emotional, and adaptive areas.<\/li>\r\n \t<li>Family information, including concerns, resources, and priorities.<\/li>\r\n \t<li>IFSP outcomes expected for the child\u00a0and family (when services for the family\u00a0are related to meeting the special developmental\u00a0needs of the child). Outcomes\u00a0should include the criteria, procedures,\u00a0and\u00a0 timelines used to determine the degree\u00a0of progress made and whether revisions\u00a0are necessary.<\/li>\r\n \t<li>Types of services: (1) early intervention services, including the frequency, intensity, and method of delivery;\u00a0 (2) other public services; and (3) non-required\u00a0services.<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li>Location of the services provided, including a statement about whether they\u00a0are provided in the natural environment\u00a0and justification if they are not provided\u00a0in such an environment. A natural environment\r\nfor purposes of the IFSP is a\u00a0setting in which the chronological-age\u00a0peers of the child\u2014children without\r\ndisabilities\u2014participate, not one in\u00a0which only children with an IFSP are\u00a0present.<\/li>\r\n \t<li>Initiation and duration of services.<\/li>\r\n<\/ul>\r\n<h4 id=\"anonymous_element_26\"><strong>Levels of Development<\/strong><\/h4>\r\nSpecific information about the child\u2019s\u00a0present levels of development in all areas\u00a0must be included on the form. This information\u00a0is gathered by a team, which includes\u00a0the family, during the evaluation\u00a0and assessment of the child. The team\u00a0must use multiple measures to gather information\u00a0on these\u00a0 developmental areas:\r\n<ul>\r\n \t<li>Cognitive development<\/li>\r\n \t<li>Physical development (including vision,\u00a0hearing, and health status)<\/li>\r\n \t<li>Communication development<\/li>\r\n \t<li>Social\u2013emotional development<\/li>\r\n \t<li>Adaptive development<\/li>\r\n<\/ul>\r\nDevelopmental levels may be stated\u00a0in many ways as long as the descriptions\u00a0use professionally\u00a0 acceptable, objective\u00a0criteria and are understandable to all team\u00a0members. Statements about\u00a0 developmental\u00a0levels may be reported as follows:\r\n<ul>\r\n \t<li>Age-specific (one-year level)<\/li>\r\n \t<li>In an age range (e.g., twelve to eighteen months)<\/li>\r\n \t<li>Within normal age range expectations<\/li>\r\n<\/ul>\r\n<div class=\"textbox\"><span style=\"color: #993366\"><strong>IFSP Family Information<\/strong><\/span><\/div>\r\n&nbsp;\r\n\r\nFamily information is a record of the concerns,\u00a0resources, and priorities related to\u00a0the child\u2019s development that the family\u00a0voluntarily shares. Concerns may be\u00a0about the child or about other issues that\u00a0affect the family. These informal resources may\u00a0include the extended family, friends,\u00a0church affiliations, or other supports. Priorities are the areas in which the family\u00a0would like to see change first and in\u00a0which the family and service providers should focus their energy.\r\n\r\nFamily members must understand\u00a0that giving this information is voluntary.\r\n\r\nExamples of documenting consent on\u00a0various forms are indicated below.\r\n\r\nFamilies from different cultures may\u00a0react in different ways to questions about\u00a0themselves. Staff must\u00a0 consider cultural\u00a0and individual preferences when asking\u00a0for information in family interviews. It is\u00a0important to encourage family members\u00a0to talk about what is working well and\u00a0what they enjoy in their relationships with\u00a0the child. The information may be documented\u00a0either by paraphrasing the responses\u00a0or by expressing them in the\u00a0members\u2019 own words.\r\n<div class=\"textbox\"><span style=\"color: #993366\"><strong>IFSP Outcomes<\/strong><\/span><\/div>\r\nIFSP outcomes are statements defining a\u00a0major change the child or the family is\u00a0expected to achieve. Outcomes may include\u00a0anything that team members believe\u00a0will foster the child\u2019s growth and development\r\nand may incorporate any area of\u00a0child development or family life. Through\u00a0assessments and evaluations the team\u00a0identifies the child\u2019s needs and strengths\u00a0and develops outcomes based on those\u00a0needs and\u00a0 strengths combined with the\u00a0family\u2019s resources, concerns, and priorities\u00a0for the child. Outcomes have the following\u00a0characteristics:\r\n<ul>\r\n \t<li>Have the potential of being measured.<\/li>\r\n \t<li>Are developed by all team members.<\/li>\r\n \t<li>Provide criteria that measure the change expected.<\/li>\r\n \t<li>Identify expected results, procedures, and the time frame for achieving the\u00a0outcomes.<\/li>\r\n<\/ul>\r\nOutcomes are not services. Services\u00a0describe what agencies provide to assist\u00a0families. For example, the statement\u00a0\u201cTeacher will refer the child to CCS for\u00a0occupational therapy\u201d should appear under\u00a0services rather than outcomes.\r\n\r\nCriteria, procedures, and timelines\u00a0refer to the standards, methods, and target\u00a0dates that will be used to determine\u00a0progress toward meeting the IFSP outcomes.\u00a0This information must be documented.\u00a0Some\u00a0 forms include space to\u00a0record these elements for each outcome.\u00a0Other forms include strategies, steps, or\r\nactivities to document the criteria, procedures,\u00a0and timelines. Although federal\u00a0regulations do not require the strategies\u00a0and activities to be noted on the IFSP, the\u00a0use of a form is acceptable as long as the\u00a0information is clear regarding the criteria\u00a0for determining progress and procedures\u00a0and regarding the target date for evaluating\u00a0progress.\r\n\r\nCriteria are standards by which one\u00a0can judge whether outcomes have been\u00a0met, as illustrated in these examples:\r\n<ul>\r\n \t<li>Juan will take three steps.<\/li>\r\n \t<li>Patti will sit unsupported.<\/li>\r\n \t<li>Colin will say ten new words.<\/li>\r\n<\/ul>\r\nProcedures refer to the methods that\u00a0will be used to evaluate progress toward\u00a0achieving the outcomes, not the methods\u00a0that will be used to secure or provide a\u00a0service. Examples of appropriate procedure\u00a0statements are as follows:\r\n<ul>\r\n \t<li>Staff observations will be used to measure progress.<\/li>\r\n \t<li>Parent reports will be used to evaluate progress.<\/li>\r\n \t<li>Checklists will be used to measure progress.<\/li>\r\n \t<li>Standardized tests will be administered.<\/li>\r\n<\/ul>\r\nIn contrast, the following are examples of inappropriate procedure or outcome\u00a0statements:\r\n<ul>\r\n \t<li>Contact CCS to obtain physical\u00a0therapy services.<\/li>\r\n \t<li>Assist the family in scheduling an\u00a0appointment with the vision\u00a0specialist.<\/li>\r\n<\/ul>\r\nTimelines refer to the dates when\u00a0progress toward achieving the outcome\u00a0will be assessed. For many\u00a0 outcomes\u00a0progress will be assessed at the periodic\u00a0or annual review, although any date appropriate\u00a0to the outcome may be specified.\r\n\r\n&nbsp;","rendered":"<p>The <span style=\"color: #993366\"><strong>Individualized Family Service Plan (IFSP<\/strong><\/span>) is the result of a dynamic process that begins with the first contact with a child\u2019s family. Because it is based on a partnership between family members and professionals, it is important that staff and parents are flexible during the process to best meet the child\u2019s needs. The IFSP will change and grow during this process to reflect the needs of the family as well as those of the child. Although the legal timelines for the IFSP establish a linear outline for activities, circumstances that affect the child and the family may interrupt the process and alter the schedule.<\/p>\n<p>These circumstances include:<\/p>\n<ul>\n<li>The health of the child (Medical needs may take precedence over other needs.)<\/li>\n<li>Family crises<\/li>\n<li>Diagnostic appointments, which may yield important information about the\u00a0child that should be included in the\u00a0Family work schedules that may conflict\u00a0with the scheduling of IFSP-related activities<\/li>\n<\/ul>\n<p>Federal and state regulations specify\u00a0the IFSP process and timelines as follows:<\/p>\n<ol>\n<li>Within two working days from the time\u00a0the infant or toddler is identified by the\u00a0primary referral source, he or she must\u00a0be referred to the appropriate public\u00a0agency.<\/li>\n<li>Within 45 calendar days of referral, the\u00a0agency coordinating services must:<br \/>\na.Receive the referral and assign a service coordinator.<br \/>\nb. Notify the parents of the referral.<br \/>\nc. Notify the parents of their rights and procedural safeguards<br \/>\nd. Obtain written parental consent to conduct the initial evaluation and assessment<br \/>\ne. Conduct the evaluation and assessment activities.<br \/>\nf. Hold a meeting with the parents in their native language, at a place and\u00a0time convenient for them, to present\u00a0evaluation and assessment results,\u00a0determine eligibility, and develop the\u00a0initial IFSP<br \/>\ng. Obtain written parental consent to\u00a0provide the agreed-upon early intervention\u00a0services.<\/li>\n<\/ol>\n<p>3. The public agency that is coordinating\u00a0services must initiate the agreed-upon\u00a0possible.<\/p>\n<p>4. Every six months, and when requested,\u00a0the coordinating agency must:<br \/>\na. Notify the parents of the intent to review.<br \/>\nb. Conduct the review of the IFSP and the progress of the child.<\/p>\n<p>5. Annually, the agency must take these actions:<br \/>\na. Notify the parents of the intent to review.<br \/>\nb.Notify the parents of their rights and procedural safeguards.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0c.\u00a0 Conduct a meeting to review the IFSP and the progress of the child.<\/p>\n<p>6. When the child is two years six months old, the agency must:<br \/>\na. Notify the parents of the approaching transition.<br \/>\nb. Notify the receiving LEA of the transition of the child.<br \/>\nc. Begin to develop a written transition plan as a part of the IFSP.<\/p>\n<p>7. Within 30 days following the notification of the intent to begin transition planning, the agency must determine a date for the transition planning meeting.<\/p>\n<p>8. The agency must complete planning for the transition when the child is two years nine months old, at the latest<\/p>\n<div class=\"textbox\">New York State DOH Individualized Family Service Plan\u00a0 \u00a0<a style=\"color: #993366\" href=\"https:\/\/www.health.ny.gov\/publications\/0532\/family_service_plan.htm\">https:\/\/www.health.ny.gov\/publications\/0532\/family_service_plan.htm\u00a0<\/a><\/div>\n<hr \/>\n<p><span style=\"color: #993366\"><strong>Participants in the IFSP Process<\/strong><\/span><\/p>\n<p>Many people are involved in the development\u00a0of the IFSP. The following team\u00a0members must participate in the development\u00a0of the initial and annual IFSPs:<\/p>\n<ul>\n<li>The child\u2019s parents, guardians, or surrogate parents<\/li>\n<li>Other family members, at the parents\u2019 request (if feasible)<\/li>\n<li>An advocate or person outside the family, at the parents\u2019 request<\/li>\n<li>The service coordinator<\/li>\n<li>One or more persons directly involved in conducting the child\u2019s and family\u2019s evaluations and assessments<\/li>\n<li>Service providers, as appropriate<\/li>\n<li>An interpreter, if necessary<\/li>\n<\/ul>\n<p>Each of these participants brings vital\u00a0information to be addressed in the IFSP,\u00a0and all are equal team\u00a0 members. In addition to knowing the child best, family\u00a0members know the supports within the\u00a0child\u2019s daily environment and set the priorities\u00a0that fit into the members\u2019 lives. The\u00a0service coordinator provides information\u00a0regarding all aspects of services for the\u00a0child, and evaluators and service providers\u00a0bring specific information that is critical to\u00a0developing a plan to benefit the child.<\/p>\n<p>If the persons conducting the evaluations\u00a0cannot attend the IFSP meeting in\u00a0person, they can make other arrangements,\u00a0as follows:<\/p>\n<ul>\n<li>Participate in a telephone conference call.<\/li>\n<li>Send a knowledgeable representative to the meeting.<\/li>\n<li>Make records available at the meeting.<\/li>\n<\/ul>\n<p>Components of the IFSP Document and Levels of Development<\/p>\n<p>he IFSP must include\u00a0information in the following categories:<\/p>\n<ul>\n<li>Levels of development in cognitive, physical (including vision, hearing\u00a0and health), communication,\u00a0 social\u2013emotional, and adaptive areas.<\/li>\n<li>Family information, including concerns, resources, and priorities.<\/li>\n<li>IFSP outcomes expected for the child\u00a0and family (when services for the family\u00a0are related to meeting the special developmental\u00a0needs of the child). Outcomes\u00a0should include the criteria, procedures,\u00a0and\u00a0 timelines used to determine the degree\u00a0of progress made and whether revisions\u00a0are necessary.<\/li>\n<li>Types of services: (1) early intervention services, including the frequency, intensity, and method of delivery;\u00a0 (2) other public services; and (3) non-required\u00a0services.<\/li>\n<\/ul>\n<ul>\n<li>Location of the services provided, including a statement about whether they\u00a0are provided in the natural environment\u00a0and justification if they are not provided\u00a0in such an environment. A natural environment<br \/>\nfor purposes of the IFSP is a\u00a0setting in which the chronological-age\u00a0peers of the child\u2014children without<br \/>\ndisabilities\u2014participate, not one in\u00a0which only children with an IFSP are\u00a0present.<\/li>\n<li>Initiation and duration of services.<\/li>\n<\/ul>\n<h4 id=\"anonymous_element_26\"><strong>Levels of Development<\/strong><\/h4>\n<p>Specific information about the child\u2019s\u00a0present levels of development in all areas\u00a0must be included on the form. This information\u00a0is gathered by a team, which includes\u00a0the family, during the evaluation\u00a0and assessment of the child. The team\u00a0must use multiple measures to gather information\u00a0on these\u00a0 developmental areas:<\/p>\n<ul>\n<li>Cognitive development<\/li>\n<li>Physical development (including vision,\u00a0hearing, and health status)<\/li>\n<li>Communication development<\/li>\n<li>Social\u2013emotional development<\/li>\n<li>Adaptive development<\/li>\n<\/ul>\n<p>Developmental levels may be stated\u00a0in many ways as long as the descriptions\u00a0use professionally\u00a0 acceptable, objective\u00a0criteria and are understandable to all team\u00a0members. Statements about\u00a0 developmental\u00a0levels may be reported as follows:<\/p>\n<ul>\n<li>Age-specific (one-year level)<\/li>\n<li>In an age range (e.g., twelve to eighteen months)<\/li>\n<li>Within normal age range expectations<\/li>\n<\/ul>\n<div class=\"textbox\"><span style=\"color: #993366\"><strong>IFSP Family Information<\/strong><\/span><\/div>\n<p>&nbsp;<\/p>\n<p>Family information is a record of the concerns,\u00a0resources, and priorities related to\u00a0the child\u2019s development that the family\u00a0voluntarily shares. Concerns may be\u00a0about the child or about other issues that\u00a0affect the family. These informal resources may\u00a0include the extended family, friends,\u00a0church affiliations, or other supports. Priorities are the areas in which the family\u00a0would like to see change first and in\u00a0which the family and service providers should focus their energy.<\/p>\n<p>Family members must understand\u00a0that giving this information is voluntary.<\/p>\n<p>Examples of documenting consent on\u00a0various forms are indicated below.<\/p>\n<p>Families from different cultures may\u00a0react in different ways to questions about\u00a0themselves. Staff must\u00a0 consider cultural\u00a0and individual preferences when asking\u00a0for information in family interviews. It is\u00a0important to encourage family members\u00a0to talk about what is working well and\u00a0what they enjoy in their relationships with\u00a0the child. The information may be documented\u00a0either by paraphrasing the responses\u00a0or by expressing them in the\u00a0members\u2019 own words.<\/p>\n<div class=\"textbox\"><span style=\"color: #993366\"><strong>IFSP Outcomes<\/strong><\/span><\/div>\n<p>IFSP outcomes are statements defining a\u00a0major change the child or the family is\u00a0expected to achieve. Outcomes may include\u00a0anything that team members believe\u00a0will foster the child\u2019s growth and development<br \/>\nand may incorporate any area of\u00a0child development or family life. Through\u00a0assessments and evaluations the team\u00a0identifies the child\u2019s needs and strengths\u00a0and develops outcomes based on those\u00a0needs and\u00a0 strengths combined with the\u00a0family\u2019s resources, concerns, and priorities\u00a0for the child. Outcomes have the following\u00a0characteristics:<\/p>\n<ul>\n<li>Have the potential of being measured.<\/li>\n<li>Are developed by all team members.<\/li>\n<li>Provide criteria that measure the change expected.<\/li>\n<li>Identify expected results, procedures, and the time frame for achieving the\u00a0outcomes.<\/li>\n<\/ul>\n<p>Outcomes are not services. Services\u00a0describe what agencies provide to assist\u00a0families. For example, the statement\u00a0\u201cTeacher will refer the child to CCS for\u00a0occupational therapy\u201d should appear under\u00a0services rather than outcomes.<\/p>\n<p>Criteria, procedures, and timelines\u00a0refer to the standards, methods, and target\u00a0dates that will be used to determine\u00a0progress toward meeting the IFSP outcomes.\u00a0This information must be documented.\u00a0Some\u00a0 forms include space to\u00a0record these elements for each outcome.\u00a0Other forms include strategies, steps, or<br \/>\nactivities to document the criteria, procedures,\u00a0and timelines. Although federal\u00a0regulations do not require the strategies\u00a0and activities to be noted on the IFSP, the\u00a0use of a form is acceptable as long as the\u00a0information is clear regarding the criteria\u00a0for determining progress and procedures\u00a0and regarding the target date for evaluating\u00a0progress.<\/p>\n<p>Criteria are standards by which one\u00a0can judge whether outcomes have been\u00a0met, as illustrated in these examples:<\/p>\n<ul>\n<li>Juan will take three steps.<\/li>\n<li>Patti will sit unsupported.<\/li>\n<li>Colin will say ten new words.<\/li>\n<\/ul>\n<p>Procedures refer to the methods that\u00a0will be used to evaluate progress toward\u00a0achieving the outcomes, not the methods\u00a0that will be used to secure or provide a\u00a0service. Examples of appropriate procedure\u00a0statements are as follows:<\/p>\n<ul>\n<li>Staff observations will be used to measure progress.<\/li>\n<li>Parent reports will be used to evaluate progress.<\/li>\n<li>Checklists will be used to measure progress.<\/li>\n<li>Standardized tests will be administered.<\/li>\n<\/ul>\n<p>In contrast, the following are examples of inappropriate procedure or outcome\u00a0statements:<\/p>\n<ul>\n<li>Contact CCS to obtain physical\u00a0therapy services.<\/li>\n<li>Assist the family in scheduling an\u00a0appointment with the vision\u00a0specialist.<\/li>\n<\/ul>\n<p>Timelines refer to the dates when\u00a0progress toward achieving the outcome\u00a0will be assessed. For many\u00a0 outcomes\u00a0progress will be assessed at the periodic\u00a0or annual review, although any date appropriate\u00a0to the outcome may be specified.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":142000,"menu_order":9,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-362","chapter","type-chapter","status-publish","hentry"],"part":1272,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/362","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/users\/142000"}],"version-history":[{"count":9,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/362\/revisions"}],"predecessor-version":[{"id":388,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/362\/revisions\/388"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/parts\/1272"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/362\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/media?parent=362"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapter-type?post=362"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/contributor?post=362"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/license?post=362"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}