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

E. Initial Implementation: Evaluate Fidelity and Quality of Initial Efforts

Throughout the implementation process, your State Leadership Team has reviewed information coming from the early implementers and Implementation Teams about the implementation of the integrated IFSP/IEP and outcomes measurement practices. Prior to moving to full implementation, your State Leadership Team will need to analyze the information; looking for initial indications that the practices within the integrated outcomes and IFSP/IEP process are resulting in the outcomes articulated in the Exploration stage. Information about whether programs and individuals are implementing the practices as intended, the quality of the implementation and the outcomes of the process will be critical for decision-making prior to full implementation. The information can also be used for creating monitoring and evaluation procedures that will be used in the long term to evaluate the quality and implementation of the integrated process.

Activities:
  1. Use data from the evaluation of initial implementation efforts to make adaptions to training, support and infrastructure. This should be done on an ongoing basis throughout initial implementation. Compare the data to the outcomes that were developed in the Exploration stage.
  2. Adapt the fidelity and quality measures and tools to ensure that they measure the critical elements and intended outcomes of an integrated process.
  3. Provide feedback to the early implementers and stakeholders related to the data collected. This should be done on an ongoing basis throughout Initial Implementation. Relate information shared with the outcomes created during the Exploration stage.

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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