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

B. Initial Implemetation: Implement an Integrated IFSP/IEP and Outcomes Measurement Process

It is essential for the early implementers to focus on implementing the integrated IFSP/IEP and outcomes measurement process with attention to the suggested plan. For activities to be useful, early implementers must use expected forms, follow suggested policies/procedures, and have access to the level of training, guidance, and support that is expected to be widely available in the eventual launch of changes. Early adopters must also actively participate in key piloting activities such as documenting observations and reactions, sharing feedback, evaluating their practices, and suggesting improvements.

Activities:
  1. Early implementers implement the integrated outcomes and IFSP/IEP process.
  2. The Implementation Team of each site implementing the integrated process oversees all aspects of implementation and actively participates in all action steps in Initial Implementation, including implementation of practices, use coaching and mentoring, and evaluation of implementation as planned.
  3. State Leadership Team ensures that site Implementation Team and all early implementers participate in feedback loops so that information and data from the local site about the integrated process is shared in a timely manner and responsive changes can be made.
  4. Implementation Teams and early implementers evaluate early activities according to the evaluation plan, with particular attention to variations that emerge in the implementation processes, practice fidelity, early implementers’ satisfaction with the forms, materials and process, costs, and emerging outcomes. The State Leadership Team should establish a process for regular review of and conversation about the information, involving stakeholders as needed, to make timely changes that support implementation of the integrated process.
  5. The State Leadership Team makes adaptations and changes and provides additional supports and resources as needed so that practices that support an integrated process are carried out.

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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.

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