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

F. Initial Implementation: Make Changes to Support Sustainability

In this step, your State Leadership Team will identify and plan the long term implementation of an integrated IFSP/IEP and outcomes measurement process. Plans for infrastructure, training and technical assistance, and continued buy-in must be in place prior to the full implementation of the integrated process. In this step, your State Leadership Team may want to consider providing training materials and other information about the integrated IFSP/IEP and outcomes measurement process to higher education and professional organizations. Implementation of an integrated IFSP/IEP and outcomes measurement process could potentially impact pre-service education and licensing requirements, and create better understanding of the integrated process in providers coming straight from school.

  1. Continue to provide infrastructure and fiscal support to the integrated process. As other practice initiatives are adopted, consider the impact of the new initiative on the integration of the IFSP/IEP and the outcomes, and adjust support as needed.
  2. Continue to provide training and technical assistance to ensure fidelity and quality practices. Develop a tiered plan that includes ongoing support to early implementers as well as support for existing staff new to the integrated process and new staff coming into the program. Alternatively, if a tiered system of supports currently exists, consider how the integration of the outcomes measurement into the IFSP/IEP fits.
  3. Continue buy-in efforts and expand the support base for the integrated process. Continue to identify relevant stakeholders at each level, and provide information and support to create continued buy-in for the integrated process.
  4. Continue evaluating the integrated process by integrating evaluation criteria during Initial Implementation into ongoing monitoring procedures.

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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