INDIVIDUALIZED FAMILY SUPPORT PLAN

NAME OF CHILD: D$O$%: AGE:

Child A M#rch &'( )*&& , -e#rs old

CURRENT PROGRAM: CURRENT DATE: PREPARED %Y: RESOURCES / SUPPORT SERVICES

Preschool I !e"r#!io M#rch )+!h ( )*&+ .ei Zh# "

TYPE OF SERVICE

AGENCY

CONTACT PERSON

START DATE

FRE0UENCY 12l-/3!hl-/-rl-

DISCHARGE DATE

I !e"r#!io D#-c#re Pro"r#3 S5eech # d L# "6#"e P#!holo"is! Occ65#!io #l Ther#5-

C$L$N$H$ A%C S6 S6 -

S#ll- Li .ei Zh# " S#ll- A S#ll- %

&4 1ee2 ,4 1ee2 &4 1ee2 &4 1ee2

SUMMARY OF DEVELOPMENTAL PROFILE GENERAL STRENGTHS: Child A is a very social, easy going girl who enjoys a variety of classroom activities, such as music experiences(singing nursery rhymes, fingerplays, and Jolly Phonics), sensory activities, gross motor activities (riding the teeter totter, throwing alls, wal!ing on the alance eams with one hand held)" Child A has made huge progress in her language and social s!ills" #or example, she uses words or phrases to express her asic needs and wants, and is starting to see! social interactions with others around her, such as clim ing on teacher$s la and says %&ore' companied y sign language" GENERAL NEEDS: Child A is encouraged to develop her social s!ills in playing with her peers in the toddler room, such as eing involved in more functional and cooperative play with children around her" Child A is also encouraged to further develop her self-feeding s!ills in daily living, such as learning to rotate her wrist while ringing spoon to mouth"
Personal information contained on this form is collected under the legal authority of the Child ( #amily )ervices Act, *")"+" ,--., cC",, and the /ay 0urseries Act, *")"+" ,--., c/"1" and will e used in the normal daily operation of C"2"0"3" Children$s 4ntegration )ervices" #or further information, please contact the /irector, Children$s )ervices, Community 2iving 0orth 3alton, (-.5) 676-7858" Family goals are outcomes-based goals that are related to priorities identified by the family. They are reviewed at least yearly and updated as necessary.
April 1.,,

INDIVIDUALIZED FAMILY SUPPORT PLAN S!re "!hs 8 Needs Lis! C342/9#A&42: ;+A2 4) <+= Bithout ver al and physical support, child A will wal! independently to participate in the majority of the class activities" )<*>0;<3 )tands on one foot with one hand held Bal!s up and down stairs, with one hand held Bal!s ten to twenty steps independently when positioned etween two adults Bal!s on the alance eam with one hand held in the gym Bal!s to the gym from classroom independently stopping occasionally to regain alance

DOMAIN/FAMILY FOCUS: GROSS MOTOR S7ILLS /A<>)A ?>;A09AC34>@>/ January ,st D&arch ,5th , 1.,E

0>>/9+?J>C<4@> ," ?egin to wal! up stairs, alternating feet, with one hand held 1" ?egins to wal! down stairs, alternating feet, with one hand held C" Continues to wal! independently during transition time (from one activity to another) in class

STRATEGIES TO REACH GOALS

," Adults will ver ally encourage Child A to play the %Play Parade ;ame'" <he adult will use a sha!er or music instrument to get her interest and attention, and then the adult will continue to sha!e the sha!er and model how to wiggle to the sound" <his will help to strengthen Child A$s legs and teach alance" 4n the eginning, the adult and Child A will do this activity near a chair or sofa so she can hold on if she loses her alance" 1" Adults will provide child A with many opportunities in the day to practice s!ills for clim ing and descent stairs, such as encourage her to clim up the stool while getting diaper changed" /uring outdoor or gym time, adults will support child A, with ver al and physical assistance, to clim up the three stairs to play slide or wal!ing on the alance eam" C" Adults will play Ring around the Rosie game with Child A" (*ing around the *osie, A poc!et full of Posie, Ashes, Ashes, Be all fall down)" An adult will hold onto Child A$s hands, wal! slowly around in a circle" After a few times, fall down together" E" Adult will provide opportunities for child A to practice prereFuisite s!ills for wal!ing, such as wal!ing on alance eam with oth hands held in the gym" As Child A gains more confidence through practices, the adult will gradually remove her physical assistance" Page 1 of 6

INDIVIDUALIZED FAMILY SUPPORT PLAN S!re "!hs 8 Needs Lis! C342/9#A&42: ;+A2 4) <+= Child A will e stringing more than C large eads during free play per day with some assistance from an adult" )<*>0;<3 <a!es o jects, such as loc!s, out of a container Gnwraps loosely wrapped small o jects, such as pony )FueeHes sFuea!ing toys using one or oth hands Puts o jects, such as small loc!s, into a container, using pincer grasp (using thum and second finger to grasp small o jects) 3olds crayon with fisted hand while engaged in writing activity (Palmar ;rasp)

DOMAIN/FAMILY FOCUS: FINE MOTOR S7ILLS /A<>)A ?>;A09AC34>@>/ January ,st D&arch ,5th , 1.,E

0>>/9+?J>C<4@> ," Bill egin to hold crayon with tips of her index finger and thum in opposition while engaged in writing activity 1" Bill egin to transfer small eads from a as!et to a container with hands or tong (child siHe)" C" Bill egin to string large eads with shoelace"

," 1" C" E"

STRATEGIES TO REACH GOALS Adults will provide Child A with opportunities to play with loc!s of different siHes, shapes, and colors and offer a variety of other materials for uilding and manipulating, such as peg oard" Adults will provide Child A with <a!e-Apart-and-Put-<ogether materials to practice her eye and hand coordination and fine motor s!ills, such as interloc!ing shapes, stac!ing rings or cups, shape sorters, , and eads and string(large and small)" ?y using ver al prompts and modeling teaching techniFues, child A will e introduced to a variety of activities to practice her fine motor s!ills, such as 3aving #un with Play /ough, )orting pompom and eads ;ame y using tong or hands" Adults will demonstrate how to lace the large eads onto the shoelace" An adult will do it slowly and hold it up in front of child A, and tal! a out the colors of the eads as she laces them" <hen, the adult hands one to child A if she has not already pic!ed them up and encourage her to put it on the shoelace as the adult holds the shoelace up" +nce child A shows interest in doing it, the adult will gradually remove her assistance"

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INDIVIDUALIZED FAMILY SUPPORT PLAN S!re "!hs 8 Needs Lis! C342/9#A&42: ;+A2 4) <+= At each meal time, Child A will use utensils with minimal spilling or finger feeding in correspondence with the food items eing served (#or example, a spoon for soup)" )<*>0;<3 *emoves shoes, hat, gloves, and soc!s independently 3olds cup with fingers against palm and returns cup or glass to ta le after drin!ing &anipulates spoon to %scoop' food at lunch ta le Cooperates in getting diaper changed

DOMAIN/FAMILY FOCUS: SELF HELP S7ILLS /A<>)A 0>>/9+?J>C<4@> ?>;A09AC34>@>/ ," Bill holds for!9spoon in January ,st D&arch ,5th , 1.,E fingers (not in fist) Continues to ring food with for!9spoon to mouth with moderate spilling ?egin to indicate discomfort over soiled pants ver ally or y gesture (e"g", trying to ta!e of pants, ecoming very still, pointing at the wash room, ver aliHing)

"

STRATEGIES TO REACH GOALS ," ?y modeling, the adult will sit eside child A at lunch time and model how to hold a utensil, and adults will encourage child A to do the same for at least five minutes during each meal time" 1" Adults will provide child A with child siHed utensils so that it$s more managea le and comforta le to hold with her little hand" C" Adults will provide opportunities for child A to practice holding the utensil through fun and interesting activities, such as 2et$s >at ;ame at the dramatic center" E" Adults will support child A to gain toileting awareness y naming what the child experienced during diaper change time, such as, %A, 4 see you are wet, 4 am sure you will feel more comforta le after getting changed'" 5" Adults will empower child A to ta!e charge in the process of getting diaper changed, such as encourage child A to hold the dry diaper while she is lying down, and to throw the wet diaper in the gar age after finished"

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INDIVIDUALIZED FAMILY SUPPORT PLAN S!re "!hs 8 Needs Lis! C342/9#A&42: ;+A2 4) <+= Child A will expand her expressive voca ulary to include more one or two phrase when interacting with adults in her classroom" )<*>0;<3 )ays %&ore, All done, 0o, ?ye- ye 'clearly and meaningfully 2a els colours, such as %*ed, :ellow, +range' when reFuested y adults *epeats after adults %<han! you, 4 love you ' )ings some lyrics of Jolly Phonics songs, such as %A, ), and <' when adults model using an 4pad >njoys nursery rhymes and finger-plays y repeating some words with adults, such as <win!le <win!le 2ittle )tar, 4tsy ?itsy )pider, and ?a ?a ?lac! )heep

DOMAIN/FAMILY FOCUS: SPEECH 8 LANGUAGE 9COMMUNICATION S7ILLS: 0>>/9+?J>C<4@> ," ?egin to use personal pronouns I or Me in her phrases to indicate possession 1" ?egin to respond to simple phrases to %Bho ' Fuestions C" ?egin to )pontaneously vocaliHe her asic needs and wants, such as %4 play pony, 4 (am) hungry' /A<>)A ?>;A09AC34>@>/ January ,st D&arch ,5th , 1.,E

STRATEGIES TO REACH GOALS ," /uring child-adult interaction, adults will support child A$s communication s!ills y commenting on what she is attending to, such as %+h, you want the pony, don$t youI A, oh you li!e the song, do you'" 1" Adults will la el their own actions when interacting with child A, such as during diaper change time, an adult will say %#irst, &iss < is helping you to lie down on the ta leI second, &iss < is chec!ing if your diaper is wet'" C" Adults will expand child A$s expressive voca ulary y adding more detail words to her phrases when interacting with her, such as child A says % all' and an adult says %:eah, that is a ig all'" E" Adults will use child A$s interests (nursery rhymes, music) to create opportunities and motivation for child A to see! social interactions with people around her, such as adults inviting child A to join an activity y singing songs, and pausing etween songs until A says %&ore'" Page 5 of 6

INDIVIDUALIZED FAMILY SUPPORT PLAN S!re "!hs 8 Needs Lis! S7ILLS C342/9#A&42: ;+A2 4) <+= Child A will recogniHe and name ody parts, head, shoulders, feet, !nees" Child A will follow two Dstep directions with limited ver al prompting )<*>0;<3 *esponds appropriately y pointing her ody parts reFuested y adults, such as eyes, nose, mouth, and hair Points at the doll$s eye, nose, and mouth when reFuested y adults #ollow one-step directions without assistance Bith some ver al prompting, child A helps to tidy up toys and lines up y the door with limited physical assistance, e"g", with one hand held

DOMAIN/FAMILY FOCUS: GENERAL 7NO.LEDGE 8 COMPREHENSION /A<>)A ?>;A09AC34>@>/ January ,st D&arch ,5th , 1.,E

0>>/9+?J>C<4@> ," Continues to expand her !nowledge a out major ody parts 1" Continues to wor! on identifying major ody parts on self, doll or other person C" ?egin to follow two-step directions without physical assistance

," 1" C" E"

STRATEGIES TO REACH GOALS Adults will provide opportunities for child A to uild her !nowledge a out ody parts, y incorporating songs and games that la el different parts of the ody" #or example, 3ead and )houlders and )imon )ays games during circle time or free play time" Adults will provide a lot of fun learning materials for child A to learn ody parts, such as the &r" Potato 3ead activity" Adults will use a y dolls and stuffed animals to support child A to uild her !nowledge a out ody parts" Adults will provide a variety of activities to support child A$s s!ill in following two steps direction" #or example, during free play time, adults will interact with child A y playing simple finger-play games, such as *olly Polly and ?a y ?um le ?ee, in which child A does the actions while singing the songs" )uch activities help her to egin connecting words with actions (PrereFuisite s!ills to follow more complex directions)"

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INDIVIDUALIZED FAMILY SUPPORT PLAN S!re "!hs 8 Needs Lis! C342/9#A&42: ;+A2 4) <+= Child A will cooperatively play with peers during play experience each day" )<*>0;<3 4s warmly responsive to one adult when she returns ac! to the class room from outside /uring circle time, child A plays simple group games led y an adult, such as %*ing Around the *osy' Batches others play and plays near them in oth outdoor and indoor time" ?egins to engage an adult in the room during free play and circle times

DOMAIN/FAMILY FOCUS: SOCIAL S7ILLS /A<>)A ?>;A09AC34>@>/ January ,st D&arch ,5th , 1.,E

0>>/9+?J>C<4@> ," ?egins to initiate interaction with her peers during free play time 1" ?egins to play cooperatively with one and two peers during nonstructure time C" ?egins to use simple greeting words to respond greeting from others, such as %3i, 3ello, ;ood morning'

STRATEGIES TO REACH GOALS ," Adults will prompt and model how, for child A, to interact with her peers during circle time, such as an adult says %A, pass the card to ?, please', or at the transition time to outdoor play, the adult says %?, can you hold A$s hand, please'" 1" /uring small group experiences, adults will provide opportunities for child A to explore a variety of activities, for example, sensory activity (finger painting) where 1-C children can sit together with an adult" <he adult will model phrases such as %4 li!e the way you sharingI 0ice sharing with child ?, A'" C" Adults will invite child A to join a variety of group activities y using her high-preference activities or items, such as music activities during circle time" Adults will invite other children to join child A$s play, for example, during outdoor or gym time, inviting another child to sit on the teeter totter with child A"

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INDIVIDUALIZED FAMILY SUPPORT PLAN S!re "!hs 8 Needs Lis! OVERALL SUMMARY: Child A is a cheerful and sweet girl who enjoys music related activities, such as roc!ing9moving her ody or head from side to side while engaged in music related activities" Child A has made a lot of progress in her social and language s!ills" #or example, child A has started to initiate communication with her room teachers, clim ing up the adults$ lap to see! comfort or interaction at free play time, smiling at the adult while she comes ac! from outside" )he has een o served learning new language every day" <he teachers at child A$s daycare are always supportive and use a variety of teaching strategies to support child A$s early learning experience" #or example" Providing one on one interaction with child A to wor! on her emerging s!ills, singing songs and playing finger-play with her" Child A continues to learn and uild new s!ills each day, and she is highly self motivated to explore a variety of activities provided y her teachers" Child A is such a pleasure to wor! with and 4 am loo!ing forward to seeing her progress in the coming year"

RECOMMENDATIONS: ," Child A will continue to receive support from a *esource Consultant from Community 2iving 0orth 3alton" 1" Child A will continue to attend A?C daycare to uild her s!ills on each learning areas, such as social and emotional, language, cognitive, fine and gross motors, and self help" C" Child A will continue to receive services from )peech 2anguage Pathologist to further support her speech and language s!ills" E" Child A will continue to receive support from +ccupational <herapist to further uild her self help s!ills" 5" Child A will continue to receive services from Physiotherapist to further uild her muscles and strengths" 8" Child A is encouraged to participate in some community ased social activities, such as swimming reading, music circle to expand her !nowledge and interests a out community"