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What is the difference between an IFSP and
an IEP?
My 2-year-old son has an Individualized Family Service Plan (IFSP). We are told that when he
turns 3, he will have an Individualized Education Program (IEP). What is the difference?
The major difference between an IFSP and an IEP is that an IFSP focuses on the child and family and the
services that a family needs to help them enhance the development of their child. The IEP focuses on the
educational needs of the child.
An IEP is an education document for children ages 3 to 21. It focuses on special education and related services
in schools. An IFSP is much broader. It is used for children from infancy through age 2, involves the family
more, and may include professionals from several disciplines in planning for the child.
An IFSP is based on an in-depth assessment of the child’s needs and the needs and concerns of the family. It
contains 1) information on the child’s present level of development in all areas; 2) outcomes for the child and
family; and 3) services the child and family will receive to help them achieve the outcomes.
Services available through the IFSP are usually provided in the child’s home. The federal Individuals with
Disabilities Education Act (IDEA) states that services are to be provided in the child’s “natural environment.”
This could include a child care setting, Early Head Start, preschool, or other community setting in which young
children without disabilities would typically be found.
An IFSP is a document or written plan. The term “IFSP” also refers to the process of determining what services
a young child with developmental delays or disabilities needs. It uses an “interagency” approach by involving
representatives of several agencies (usually education, health, and human services) and other resources that can
help the child and family. This process provides an opportunity for sharing between families and staff so that
families can make informed choices about the early intervention services they want for their child and themselves.
A “service coordinator” is assigned to assist the child’s family with the IFSP process. The service coordinator
convenes IFSP planning meetings after contacting professionals who should be involved in the child’s plan and
others the family would like to attend the meeting. The main purpose of the IFSP meeting is to offer information
and resources to the family and talk about their concerns. A planning meeting must also define each agency’s
role and financial responsibility in the child’s plan.
The chart on the next page illustrates the differences between an IFSP and an IEP.
Related Resources
For more information, see the PACER Center publications, “Early Childhood Transition Guidebook,” and
“A Guide for Minnesota Parents to the Individualized Education Program (IEP).”
PACER CENTER
© 2011, 2000 PACER Center, Inc. | ACTion Sheet: PHP-c59
8161 Normandale Blvd. Minneapolis, MN 55437 | Phone (952) 838-9000 | MN Toll-Free (800) 537-2237
ACTION
INFORMATION SHEETS
[email protected] | PACER.org
Features of the Individualized Family Service Plan (IFSP) and the Individualized Education
Program (IEP)
There are some significant differences between an IFSP and an IEP. This chart will help to inform you of these
differences and avoid confusion as you discuss services for your child.
IFSP IEP
Used in early intervention for children ages birth Used in special education for children ages 3 to 21
through 2 and their families
Includes information about the child’s present levels Includes information about the child’s present levels
of development of educational performance and participation in
developmentally appropriate activities
With the family’s approval, it may also include Includes information about the family’s concerns for
information regarding the family’s resources, enhancing the child’s education
priorities, and concerns related to the development
of their child
After the team determines a list of priorities and The IEP team, including the parents or guardians
concerns, the family determines which outcomes will and related service providers who work with the
be included on the IFSP child, determines the goals
Includes the major outcomes desired for the child Includes measurable annual goals, academic and
and family, as well as the methods, timelines, and a functionally, designed to:
plan to measure progress • Enable the child to be involved in and make
progress in the general curriculum;
• Describe how progress will be measured and
how often
• Describe how progress will be reported to the
family
Includes the natural environments where services Describes services provided in the least restrictive
will be provided environments (LREs) and an explanation of the
extent, if any, that the child will not participate with
typically developing children
Includes the early intervention services and supports Includes the special education, related services,
necessary to meet the unique needs of the child and supplemental aides and services, modifications,
family in order to achieve the identified outcomes and supports to be provided to help the child
make progress and participate in developmentally
appropriate activities
Team membership includes: Team membership includes:
• A parent or parents of the child • A parent or parents of the child
• Other family members as requested by the parent • Regular education teacher
• An advocate or person outside the family, if parent • Special education teacher
requests that the person participate • A representative of the school district who can
• Service coordinator commit resources
• A person or persons involved in conducting • A person who can interpret results of the
evaluations and assessments evaluations
• Others who have knowledge or special expertise
about the child
© 2011, 2000 PACER Center, Inc. | ACTion Sheet: PHP-c59 | PACER.org 2

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