Implementing an Integrated Child & Family Outcomes and IFSP/IEP Process

A. Initial Implementation: Implement Training and Technical Assistance

In this step, several methods will be used to ensure that the early implementers have the knowledge, skills and abilities to implement the newly integrated IFSP/IEP and outcomes measurement process. Using the plan that was developed in the Installation stage, training, coaching, and mentoring may all be used on an ongoing basis to ensure that individuals know how to and do make the changes to their practices with the necessary support. Those who provide the training and technical assistance services must be aware of and support individual reactions to change, and should find multiple ways to celebrate successes along the way to maintain the momentum of the new practice. In this step, training and technical assistance providers convey the key message to the early implementers that mistakes and roadblocks are expected, even welcome, because they provide opportunities for making necessary adjustments and adding critical support before full implementation.

  1. Use guidance and training materials to support the development of individual knowledge, skill and ability with the materials, forms and processes of the integrated IFSP/IEP and outcomes measurement. Use training and TA to support the early implementers’ understanding of the expectations within initial implementation and to encourage disclosure of challenges and successes throughout.
  2. Implement and evaluate the training and TA plan developed in Installation, making modifications and adaptations to the training and TA on integrating outcomes based on the feedback of the early implementers and the results of the evaluation.
  3. Provide support to the early implementers through ongoing coaching and mentoring. Note which skills are the primary focus and which approaches are most effective for various individuals on the early implementer teams; also note early implementer responses to coaching and mentoring that is focused on other skills (e.g. general IFSP development or measurement of child outcomes) or that uses alternate approaches to the integrated process.
  4. Verify that early implementers have the necessary skills to implement an integrated process.
  5. Develop an ongoing training and technical support plan, based on the experiences of the early implementers and in preparation for full implementation. Ensure that there are materials available to support the ongoing learning of the early implementers, as well as materials for those that are new to the integrated process.


View List

Note: The following links will each open in a new browser window or tab.

  • COS Training for Maryland Part C Providers: These resources were used in the COS training offered to providers in November of 2011. The training is organized by tracks – Track 1 content is intended for new users of the COS process, while Track 2 is designed for advanced users and trainers.
  • Kansas "Realizing Results: Integrating Early Childhood Outcomes (ECO) with the IEP": This training was presented to Kansas 619 providers to introduce integration of early childhood outcomes into the IEP.
  • Virginia Child Indicators Booklet: This guidance document provides information for service coordinators, providers and families about the child outcomes within the context of the integrated Virginia IFSP. Updated in 2013, it reflects the change in practice from the first version ("Determining the Status of Infant/Toddler Development in Relation to the Three Office of Special Education Programs (OSEP) Outcomes") to the new practice of integrating child outcomes measurement within the state's IFSP.
  • Washington IFSP Process and Resource Guide: This guidance document provides information and instructions for the IFSP process, including the measurement of the three child outcomes. Specific instructions and best practices are outlined for each section of the IFSP Process Document.
Close List

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Copyright © 2014, ECTA Center