Summary of Reports-Recurring Themes

September 2011

During the WA Systems Improvement Project (SIP), ESIT and UNC-CH collected feedback from pilot teams and relevant stakeholders to help improve the implementation and sustainability of the SIP materials (i.e., online modules, IFSP forms and guidance, and procedural safeguards). Specifically, feedback was collected from pilot sites continuously during the pilot period to gain feedback on module 1, 2, and 3. This feedback was collected immediately following the completion of the modules using surveys and quizzes. At the end of the pilot period, teams also offered feedback about the overall use of the new materials during a focus group and a presentation at the End of ARRA Stakeholder Meeting. Furthermore, pilot teams were asked to provide redacted IFSPs to provide information about the usability of the IFSP (see Pilot Teams Feedback report).

Stakeholder feedback was collected during the End of ARRA Stakeholder Meeting.Participants of this meeting discussed the materials, along with the opportunities, challenges, and suggestions for ESIT in small groups using discussion worksheets and then shared out to the large groups during the topical conversations (see End of ARRA Stakeholder Meeting report).

Consistent themes emerged from the pilot teams and stakeholders and centered on the strengths and challenges of the new materials, training and technical assistance needed to implement new materials, and suggestions for ESIT’s next steps.

Strengths

In general, the feedback received about the SIP materials was positive. Overall, the pilot teams and stakeholders felt the materials helped to standardize the field by creating consistency throughout the State.

Modules.Stakeholders and pilot teams felt the modules would make a great training tool for new staff as well as a refresher for current staff. Specific recurring feedback (i.e., strengths discussed by both the pilot teams and stakeholders) included:

Modules should be a required training tool,
Resources (e.g., extended learning, links to websites) were incredible,
Format was great,
Great training for new staff (i.e., FRCs, EI, etc) and,
Offered clarification of the difference between Part C and Part B of IDEA.

IFSP, IFSP Guide. Feedback about the IFSP and IFSP guide indicated that the integration of the COSF into the IFSP was new and exciting. Furthermore, a parent indicated that the IFSP was “fabulous” because it helped to guide her attention during the IFSP meeting. She felt that the new IFSP helped her give more detailed information about her needs and kept the meeting focused. Specific recurring strengths of the IFSP and the IFSP guide included:

Integrating the COSF allows the conversation to focus on the whole child and,
The IFSP Guide providesthe basis for early interventionciting the law.

Training and Technical Assistance Needed

The stakeholders and pilot teams identified several areas where training and technical assistance or practice briefs were needed to help with State implementation of the SIP materials. The feedback received from stakeholders and pilot teams needs varied from concerns that require practice briefs, training, or coaching for the field to successfully implement the SIP materials. The following concerns may be best resolved using practice briefs or other resources:

Home visiting safety,
Transition from Part C to Part B,
Timelines and requirements around late referral to Part C,
Assessment/functional assessment,
Understanding other program models (e.g., other WA providers and other state models),
Guidance on summertime practices (e.g., transition during summer, providing early intervention when working under a school district),
Insurance and payer of last resort,
Medicaid and,
Insurance reimbursements for home visiting.

Issues around teaming, such as functioning as a team and developing high quality relationships between team members, may be best resolved using a train the trainer model. Integrating the fivedevelopmental domains with the three global outcomes was also identified as an area where training may be needed.

Similarly, writing functional outcomes and conversations with families are concerns that may be best resolved using a combination of training and coaching. Writing functional outcomes is an area that consistently emerged as an area of need. Specifically, an analysis of the redacted IFSP revealed a need for coaching in understanding the root cause of a family concern and defining progress and how families and the team work toward achieving outcomes. Furthermore, having meaningful conversations with families was a concern related to using COSF language and gathering information about family relationships and routines. These areas of concern need more intensive support and relate to effectively implementing the IFSP.

Suggestions for ESIT

Feedback from pilot teams and stakeholders identified that the main challenge with the new materials was the amount of time required to use the materials and a lack of user and tech support immediately available for the modules. Stakeholders and pilot teams also identified several suggestions for ESIT with regards to the implementation of SIP materials throughout the State. Specifically, this feedback can be categorized as feedback related to developing information to families and partners, State implementation of the materials, and allocation of resources. Specifically, feedback about developing information for families and partners included the need for a public awareness series for parents and partners (e.g., Head Start, physicians) related to home visiting, referral, parent coaching, and early intervention. It was suggested that the videos within the modules could be used to inform parents and partners and to educate them about early intervention practices.

Feedback was also centered around suggestions that would improve the implementation of the materials throughout the State and included:

Use modules to replace the current FRC training,
Section the modules apart by job category and giving guidance on appropriate audiences for each section,
Change the process for roll-out to State by making it a gradual process and allowing people time to reflect on the modules and DMS before requiring forms be used throughout the State and,
Adopt a train the trainer model to help people adapt to the new SIP materials.

Feedback was also given about allocating resources to improve the use of the materials throughout the State and included:

Put the modules in other formats, such as on DVD or flash drive,
Continue providing technical assistance and allocating resources for technical assistance,
Provide technical support/IT support for the modules,
Provide incentives to complete the modules, such as clock hours, continuing education opportunities, and college credits.

Please see the pilot team feedback report for specific strengths, challenges, and needs identified by the pilot teams and End of ARRA stakeholder meeting report for strengths, challenges, and needs identified by the stakeholders.