Central Missouri Community Action Head Start Disability Services Plan 4/8/2010 Performance Standards
National Head Start Goal
28
CMCA Goal
cataracts etc.
CMCA Strategies & Responsible Person(s)
Timelines
Monitoring Document
impairments adequately in the classroom. Onsite monitoring Report Referral Tracking Sheet
1308.14 (a) (b) 13 (c)
A child is classified as having a learning disability if she has a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak or, for preschool age children, acquire the precursor skills for reading, writing, spelling or doing mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, and aphasia. An evaluation team may recommend that a child be classified as having a learning disability if:
Head Start ensures that LEAs/SPOEs and other agencies are provided information, with parental consent, related to a child’s cognitive abilities such as perceptual disabilities, brain injury, and aphasia. .
The Intervention Team Administrator/Assistant Administrator for Education monitor that referrals to LEA/SPOE or other agency are accompanied by adequate documentation.
Monthly .
The Intervention Team Administrator/Assistant Administrator for Education monitor that staff have training and are competent in being able to detect characteristics of cognitive impairments such as: such as perceptual disabilities, brain injury, and aphasia.
Pre-service Training
The Intervention Team Administrator/Assistant Administrator for Education monitor that documentation is maintained on a child suspected of having a cognitive impairments such as: such as perceptual disabilities, brain injury, and aphasia.
Monthly
Ongoing Training and Technical Assistance
Competency-based assessment of knowledge of appropriate documentation for a suspected cognitive impairment such as perceptual disabilities, brain injury, and aphasia. Referral Tracking Spreadsheet Specific Child File Review DIAL-3 ASQ Anecdotal Notes
The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed in (a) above when provided with appropriate learning experiences for the age and ability The child has a severe discrepancy between achievement of developmental milestones and intellectual ability in one or more of these area: oral expression, listening comprehension, pre-reading, pre-writing and pre-mathematics. The child shows deficits in such abilities as memory, perceptual and perceptualmotor ills, thinking, language and nonverbal activities which are not due to visual, motor, hearing or emotional
Individualization Plans
Individualization Plans The Intervention Team Administrator/Assistant Administrator for Education monitor that the teaching staff have implemented a variety of strategies (at least 5 sustained) to address cognitive impairments such as: such as perceptual disabilities, brain injury, and aphasia..
Monthly
The Intervention Team Administrator/Assistant Administrator for Education monitor that referrals to LEA/SPOE or other agency are accompanied by adequate documentation.
Monthly
Lesson Plans
Onsite monitoring Report Referral Tracking Sheet