Collaborating to Make a Difference

COLLABORATING TO MAKE A DIFFERENCE

COLLABORATING TO MAKE A DIFFERENCE

Fostering Partnerships with Wyoming Head Starts & Child Development Centers

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FOSTERING FOSTERING PARTNERSHIPS PARTNERSHIPS WITH WITH WYOMING WYOMING HEAD HEAD STARTS STARTS & CHILD & CHILD DEVELOPMENT DEVELOPMENT CENTERS CENTERS

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Wyoming Guidance:

COLLABORATING TO MAKE A DIFFERENCE

Fostering Partnerships with Wyoming Head Starts & Child Development Centers

TABLE OF CONTENTS Foreword.................................................................................................................................................................1 Partners in Early Childhood Development...............................................................................................3 Child Find and Developmental Preschool Screenings.........................................................................4 Referrals.................................................................................................................................................................7 Evaluation Plan..................................................................................................................................................14 Evaluation and Evaluation Report.............................................................................................................17 Differences Between Part C and Part B..................................................................................................25 Additional Questions......................................................................................................................................35 Definitions...........................................................................................................................................................38 Online Resources..............................................................................................................................................56

COLLABORATING TO MAKE A DIFFERENCE

FOREWORD The Individuals with Disabilities Education Act (IDEA) is a federal law making available a free appropriate public education to eligible children with disabilities throughout the nation, ensuring special education and related services to those children. Infants and toddlers, birth through age 2 with disabilities, and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B. Section 619 of Part B applies to children ages 3 through 5.

The Head Start Act is a federal law that designates agencies to promote the school readiness of children in families with low-incomes by enhancing their cognitive, social, and emotional development in a learning environment that supports children’s growth in language, literacy, mathematics, science, social and emotional functioning, creative arts, physical skills, and approaches to learning; and through the provision of health, educational, nutritional, social, and other services that are determined, based on family needs assessments, to be necessary.

Head Start Program Performance Standards support the federal law and are the governing rules for programs to adhere to in service delivery.

Part C and Part B/619 IDEA services in Wyoming are provided through 14 Regional Child Development Centers (CDCs) with oversight at the state level through the Department of Health’s Early Intervention and Education Program Unit. Head Start provides services to eligible children ages 3-5 and Early Head Start serves pregnant women and children from birth up to age 3. Head Start and Early Head Start services are provided through 11 grantee agencies operating 53 service locations with oversight from the federal level. In some agencies, Head Start funding is blended with early intervention funding and services are provided through one entity within the community. In other communities, separate agencies deliver services.

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Purpose The purpose of this guidance document is to provide clarifying information on the partnership process between Early Head Start and Head Start (Head Start or Early Head Start) and Part C and Part B/619 of the Individuals with Disabilities Education Act (IDEA). This resource was developed in collaboration with the Department of Health’s Early Intervention and Education Program Unit; the Parent Information Center; the Head Start Collaboration Office, a unit of the Wyoming Department of Workforce Services; the Wyoming Head Start Association; the Early Intervention Council; and local Head Start and Child Developmental Center staff representatives.

The guidance is meant to assist Wyoming Early Head Start and Head Start staff and Child Development Center staff in facilitating partnerships for service delivery and effective transitions for eligible children and their families. Additionally, this resource can be used by parents, families, school districts, health professionals, referral sources, and other support service staff. This guidance document is presented in a question and answer format with attached appendices containing documents for consideration in collaborative efforts. It also includes further information regarding early intervention services. Federal law citations are found throughout for reference.

Additional information is available from: Department of Health’s Early Intervention and Education Program Unit 307-777-6972 health.wyo.gov/behavioralhealth/early-intervention-education-program-eiep/ Wyoming Head Start Collaboration Office 307-777-2892 eclkc.ohs.acf.hhs.gov/programs/wyoming-head-start-collaboration-office

Acknowledgments With deep gratitude and thanks we acknowledge the contributors to this project who dedicated their time to develop this guidance to support teams working with children across the State of Wyoming.

The group formed in late 2017 and convened through the summer of 2018 to address ways for local Head Start programs and Child Development Center staff to work together to best meet the needs of children with disabilities and their families. We dedicate this guidance to the early care and education workforce, parents, families, and professionals who commit to assuring our future generation have access to individualized, high-quality, early educational experiences.

This report was funded by the Wyoming Head Start State Collaboration Office located in the Wyoming Department of Workforce Services with a grant from the U.S. Department of Health and Human Services, Administration for Children and Families.

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PARTNERS IN EARLY CHILDHOOD DEVELOPMENT Head Start

Collaboration Office

Wyoming

Head Start Association

Project Contributors Christine DeMers Part C Coordinator Wyoming Department of Health Erin Swilling PIC Coordinator Parents Helping Parents of WY, Inc Parent Information Center

Mary Kugler Chair Early Intervention Council Assistant Director Wyoming Child and Family Development, Inc.

Judy Juengel Contract and Data Specialist Wyoming Department of Health

Sheila Tenorio Director Head Start Collaboration Office Wyoming Department of Workforce Services

Kathy Escobedo, M.S. Early Intervention and Education Program Unit Manager Wyoming Department of Health

Sheila Thomalla Part B/619 Coordinator Wyoming Department of Health

Kelly Schultz, MA Systems Specialist Region 8 Head Start Training and Technical Assistance USHHSD/ACF/OHS Contractor

Tausha Edmonds President Wyoming Head Start Association Early Head Start Coordinator Children’s Developmental Services of Campbell County

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CHILD FIND AND DEVELOPMENTAL PRESCHOOL SCREENING What is Child Find?

Child Find is a legal requirement for local education agencies to find children who have disabilities and need services. Identifying these children is an important first step toward getting them the help they need to succeed in school. Child Find is part of the federal Individuals with Disabilities Education Act (IDEA). This law protects the rights of children with disabilities. This includes children who are being homeschooled or who are in private school.

Child Find applies to all children, birth through 21, who live within the CDC’s boundaries. IDEA assigns responsibility for Child Find to both its early intervention program under Part C and under Part B of the Act, though the Part C emphasis is on infants and toddlers with disabilities (ages birth through 2) and the Part B focus is broader, ages 3 through 21 years. IDEA requires CDC programs have a practical method to locate, evaluate, and identify all children who have a suspected disability.

34 CFR §303.115 Comprehensive child find system.

34 CFR §300.111 Child Find.

Who does Head Start or Early Head Start contact if they suspect a child may have a disability?

With parental consent, Head Start or Early Head Start staff refer a child to the local CDC for a formal evaluation to assess the child’s eligibility for services as soon as possible. Head Start or Early Head Start programs partner with the child’s parents and the relevant local CDC to support families through the formal evaluation process.

Maps of the Child Developmental Centers and Head Start program service areas are included as appendix items.

45 CFR §1302.33 Child screening and assessments.

How do we work together on Child Find?

It is required to disseminate information which includes the scope and purpose of the early intervention system. All primary referral sources (hospitals, physicians, therapists, Head Start or Early Head Start, child care, Child Protective Services, etc.) have information to provide to parents. This information outlines the process for obtaining a developmental screening, and diagnostic evaluation and IDEA services if eligible for infants, toddlers and preschool age children.

Head Start or Early Head Start programs must coordinate with the local CDC to identify children enrolled or who intend to enroll in a program and may be eligible for services under IDEA, both through the screening process and through participation in the local agency Child Find efforts.

34 CFR §303.301 Public Awareness.

34 CFR §300.111 Child Find.

45 CFR §1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA.

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When is the best time to do Child Find?

The Child Find activities are ongoing throughout the year. A parent may request a developmental screening from a CDC at any time.

Who needs to be involved?

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The Child Development Center (CDC) agencies

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Hospitals

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Physicians

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Parents

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Child care programs

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Early learning programs

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School districts

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Public health facilities

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Social service agencies

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Other clinic and health care providers

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Public agencies and staff in the child welfare system such as Child Protective Services (CPS) and foster care programs

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Homeless family shelters

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Domestic violence shelters and agencies

Child Find Requirements According to IDEA, a state must have a “comprehensive Child Find system” with the purpose of identifying, locating, and evaluating using a “developmental screening instrument” or by using a “comprehensive diagnostic evaluation instrument” for all children with suspected disabilities, birth through age 5, as early as possible. The system must be consistent with Part C and Part B of IDEA.

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What is a developmental screening?

Head Start or Early Head Start programs have a process in place for age-appropriate developmental and behavioral screenings for all children within 45 days of the child’s entry into the program, or for the home-based option, receives a home visit, at least yearly thereafter, and as developmental concerns become apparent to staff and/or parents/ guardians. The Head Start or Early Head Start program must use one or more research-based developmental standardized screening tools to complete the screening. Providers may choose to conduct screenings, themselves; partner with a local agency/health care provider/specialist who would conduct the screening; or work with parents in connecting them to resources to ensure that screening occurs.

This process should consist of parental/guardian education, consent, and participation as well as connection to resources and support, including the primary health care provider, as needed. Results of screenings should be documented in child records and may lead to referral for a comprehensive diagnostic evaluation.

45 CFR §1302.33 Child screening and assessments.

Who should be involved in the developmental screening?

Head Start or Early Head Start and CDC staff conduct developmental screening activities as a team whenever possible. An effective and efficient developmental screening requires interagency cooperation and collaboration. It is important for families to be engaged as well.

Why is it beneficial for a child and family to participate in a developmental screening?

Parents are given the opportunity to participate in screening in order to gain information about their child’s development. This may lead to the recommendation for a more formal evaluation.

45 CFR §1302.33 Child screening and assessments.

What happens if a parent denies consent?

Parents have a right to withhold consent if they decide to not proceed with a Part C or Part B initial evaluation and eligibility determination process.

If the parent denies consent in writing to proceeding either the Part C or Part B evaluation and eligibility determination process, access to either early intervention or special education services under the IDEA will not be available to the child. Parents may reinitiate the evaluation and eligibility process at a later date if they desire.

If a child is in Part C, an evaluation must be conducted prior to the child’s third birthday in order to receive IDEA services under Part B. However, if a parent denies consent in writing to the Part B evaluation and eligibility determination, the CDC will provide them with PWN that Part C services will end at the time of their child’s third birthday. The CDC will offer to review with the family the Part C procedural safeguards at this time.

34 CFR §303.7 Consent.

34 CFR §303.420 Parental consent and ability to decline services.

34 CFR §300.300 Parental consent.

34 CFR §300.9 Consent.

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REFERRALS What is a referral?

The referral is the initial documentation of the concern that a child has a potential disability.

What does a referral mean?

Part C A referral to the local CDC would mean the child has a suspected developmental delay and will require the CDC to conduct a comprehensive evaluation to determine eligibility.

Part B A referral begins the process through which a CDC conducts a comprehensive educational evaluation. After referral to the CDC, the CDC should not conduct another developmental screening but move forward with the process for completing a comprehensive evaluation of the child.

When does someone refer a child?

The parent of the child may request that Head Start or Early Head Start assist in making a referral to the CDC for further evaluation in a developmental area.

If warranted through screening and additional relevant information and with direct guidance from a mental health or child development professional, a Head Start or Early Head Start program must, with the parent’s consent, promptly and appropriately provide a referral to the local CDC for a formal evaluation as soon as possible.

Based on the developmental screening results and/or a parent’s request for an evaluation, children will be referred to the local CDC to initiate a comprehensive evaluation. This evaluation determines the child’s eligibility for early intervention or special education and related services. These services are free to the family in accordance with the IDEA law.

45 CFR §1302.33 Child screening and assessments.

34 CFR §303.113 Evaluation, assessment, and nondiscriminatory procedures.

Who contacts the parents to notify them of the referral?

Each agency will contact the parents and/or families.

What is the timeline for a referral made to Part C? The IDEA regulations highly encourage referring a child as soon as possible, but in no case more than seven days, after the child has been identified.

34 CFR §303.303 Referral procedures.

34 CFR §303.302 Comprehensive Child Find.

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What are additional Part C timelines?

If there is an immediate need for Part C services and, according to the initial information gathered from the primary referral source, the referred infant or toddler appears to be eligible for Part C services (e.g., established condition), Part C services may be immediately provided.

The initial evaluation for Part C eligibility must be completed as soon as possible after referral to the CDC but no more than 45 days after the initial referral date. This timeline establishes sufficient time to complete assessments needed for development of the Individualized Family Service Plan (IFSP) and the development of the initial IFSP unless family circumstances make it impossible to meet the timeline.

34 CFR §303.303 Referral procedures.

34 CFR §303.310 Post-referral timeline (45 days).

What are the timelines for Head Start or Early Head Start to act on a referral?

There is no specific timeline for Head Start or Early Head Start to act on a referral. Children and families that are referred will need to go through the application and enrollment process to determine needs. However, this process starts as soon as the application is received from the family. The main selection criteria are based on family income, child’s age, special needs, experiencing homelessness, entry into the foster care system and referral from another agency.

45 CFR §1302.14 Selection criteria.

Does Head Start have a timeline to refer a child to CDC for services?

Yes, without undue delay.

Head Start is required to have an internal process for reviewing information recorded on each child and for making decisions regarding referrals for further evaluation and treatment as needed. Screening is the first step in gathering information that may lead to a referral for further evaluation. Rescreening a child at the CDC is unnecessary; with parental consent, the CDC can initiate evaluation.

45 CFR §1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA.

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THE SCREENING & ASSESSMENT PROCESS

ALL HEAD START CHILDREN

COMPREHENSIVE SCREENING • Health Status • Developmental • Sensory (Vision and Hearing) • Behavioral

NO CONCERN IDENTIFIED

ONGOING ASSESSMENT Documentation and recording of children’s progress in order to plan and individualize for each child and identify any emerging concerns

CONCERN IDENTIFIED

CONCERN IDENTIFIED OBTAIN WRITTEN PARENTAL CONSENT OBTAIN WRITTEN PARENTAL CONSENT

FORMAL EVALUATION Evaluation and determination of eligibility or disability services

INDIVIDUALIZED EDUCATION PROGRAM (IEP) MEETS DISABILITY CRITERIA

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Plan for special education and/or related services to meet child’s needs

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Is there a required timeline between referral and the request for parental consent for evaluation?

Part C: Yes. The Intake Coordinator has two days to set up a meeting with the family.

Part B: No. However, it should be done without undue delay.

What are the timelines for Head Start or Early Head Start to act on an application for services?

Head Start or Early Head Start is required to act on an application for services immediately.

However, Head Start or Early Head Start must maintain a minimum of 10 percent of enrollment for children with disabilities and must have 100 percent full enrollment on the first day of school for the program each year and maintain a wait list.

The following are considered in placement of a child with disabilities: parent’s wishes, age, income requirements, IEP placement recommendation, and open enrollment slots at Head Start or Early Head Start.

Head Start Act, 42 U.S.C. 9837, section 640(d)(1)

Who does Part C or Part B contact in Early Head Start or Head Start to refer a child?

The Disability Coordinator or the Eligibility Recruitment Selection Enrollment and Attendance Representative (ERSEA) of an Early Head Start program can be the point of contact for a referral from Part C. The point of contact will vary depending on the program.

When does Part C refer to Early Head Start?

Ongoing throughout the year.

When does Part B refer to Head Start?

Ongoing throughout the year.

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REFERRAL REQUIREMENTS What do Wyoming’s regulations require each referral to contain?

1. Statement of the reason(s) for referral 2. Name of the person making the referral The referral establishes the concern that the child may have a disability that adversely affects the child’s development or educational performance and, as a result, may need early intervention or special education and related services. This information assists the Evaluation Team in determining the types of assessments necessary for a comprehensive evaluation.

Additionally, Head Start or Early Head Start programs must work to develop interagency agreements with the CDC to improve service delivery to children eligible for IDEA, including referral and evaluation processes.

45 CFR §1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA.

Does the IDEA give the parent a right to refer a child for evaluation?

Yes, the IDEA regulations indicate that either the parent of a child, or a public agency, may initiate a referral for an initial evaluation.

34 CFR §300.301 Initial evaluations.

34 CFR §300.125 Child Find.

34 CFR §303.321 Comprehensive Child Find System.

Can a CDC refuse to conduct a comprehensive developmental assessment (Part C) when a parent requests one?

No, if the child is birth to age 3, the CDC cannot refuse to evaluate a child during the initial referral process. A parent can request a comprehensive diagnostic evaluation at any time during the referral process to Part C services in addition to a developmental screening.

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Can a CDC refuse to conduct a comprehensive educational assessment (Part B) when a parent requests one?

Yes, however, a CDC may refuse to conduct an evaluation if they do not have evidence the child may have a disability. Careful conversations with families should take place with referrals to other possible resources. The refusal to conduct an evaluation gives the parent the right to request a due process hearing and ask the hearing officer to order the CDC to conduct the evaluation. The parent may also request an Independent Educational Evaluation at the CDC’s expense.

Ignoring a parent’s request for a comprehensive evaluation may result in the CDC being found to have denied providing a Free Appropriate Public Education (FAPE), even if the child is found not eligible for special education and related services.

CFR §300.503 Prior notice by the Public Agency; Consent of Notice.

CFR §300.504 Procedural Safeguards Notice.

CFR §300.300 Parental Consent.

How does the CDC make a referral to Head Start/Early Head Start?

If a referral comes from Part C, Part C would fill out their own referral form and give it to the Early Head Start. Some referrals from Part C may be indicated on the Early Head Start application. (Points are given to a family if they are referred to Early Head Start from another agency.)

A referral from an Early Head Start program to Part C is completed with the parent by the Head Start and Early Head Start staff representative. This form is then given to the local CDC, with a copy retained in the Disability Coordinator’s files.

How does Head Start or Early Head Start make a referral to a CDC program?

Head Start or Early Head Start should communicate with families to initiate a referral to Part C or Part B services as a best practice but either Early Head Start or Head Start can refer to the CDC at anytime under Family Education Rights and Privacy Act (FERPA).

Head Start or Early Head Start will complete the referral paperwork in conjunction with the CDC, including the reason for the referral, the results of any applied general education interventions (Part B referrals only), and the signature of the person making the referral.

45 CFR §1302.33 Child screening and assessments.

45 CFR §1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA. 34 CFR §1308 Services for Children with Disabilities.

45 CFR §1302.04 Section process.

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Can parental permission be signed at this time?

For Part B, once a local CDC receives a referral, a CDC staff shall be in contact with the family.

For Part C, once a local CDC receives a referral, a Family Services Coordinator (FSC) is assigned as timely as possible. This individual within the CDC assists the referred child and their family through the Part C service eligibility evaluation process and to obtain the signed parental permission. If the primary referral source was not the parent, the CDC will contact the referred child’s parents as soon as possible after the referral is made, especially in situations which require immediate attention (e.g., infant with immediate needs), but not longer than 7 days after the referral was made to the CDC. It is the expectation that contact with the family is initiated by the local CDC no longer than 2 working days following the receipt of the referral.

34 CFR §303.321(a)(i) Evaluation of the child and assessment of the child and family.

34 CFR §303.303(a)(2)(i) Referral procedures.

The CDC staff will inform the parents of the benefits of early intervention services for their child and family, information about eligibility evaluation, program planning and appropriate procedural safeguards (e.g., system of payments, PWN*, and dispute resolution). *Refer to page 51 in the appendix

What if the child is displaying early indicators of mental, emotional, and behavioral issues?

Social and emotional services are available for infants and toddlers as a part of the IFSP. In Part B/619, social and emotional services are a part of the disability category. This is an area to be screened and/or referred for to CDCs to determine eligibility. Additionally, CDCs receive funding to provide training and outreach in their service area to support positive social emotional development for all children in their communities.

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EVALUATION PLAN What is the purpose of the Prior Written Notice (PWN) Consent for Evaluation?

The purpose of the PWN Consent for Evaluation is to notify the parent of the assessments the CDC intends to conduct, and to obtain the parent’s informed consent for those assessments.

For an initial evaluation, the PWN provides written notice to the parent that the CDC suspects the child has a disability and identifies the specific assessments that will be used to determine eligibility; and documents the parent’s approval or denial of consent for the evaluation.

What is the timeline from referral to PWN Consent for Evaluation?

IDEA does not specify a timeline. However, it is best practice to complete this within a reasonable amount of time.

Who develops the PWN Consent for Evaluation?

The CDC evaluation team, and other qualified professionals as appropriate.

What does a CDC do if a parent refuses consent for an initial evaluation?

In Part C, the services are voluntary and the parent may refuse consent for the initial evaluation. In Part B, preschool special education is determined by the Multidisciplinary Team (MDT). If the MDT determines that special education services are necessary for the child to receive a free appropriate public education (FAPE), the CDC may pursue mediation or due process to obtain consent for the evaluation. If the CDC does not pursue the evaluation it is not in violation of Child Find responsibilities. As best practice, the Early Start/Head Start should and in collaboration with CDC staff will implement classroom or home activiities to promote appropriate development. Any mediation process is implemented through the CDC. 34 CFR §303.420 Parent Consent and ability to decline services.

34 CFR §300.300 Parental Consent.

Is there a timeline for the initial evaluation of a child?

Yes. In Part C, the CDC has forty-five (45) days from referral to complete the IFSP process which includes all evaluation procedures and completing the IFSP meeting to develop a IFSP. CDCs and the parent/child caregiver may have “extreme family circumstances’ justification for not completing the forty-five (45) day timeline. In Part B/619, the CDC must complete all of the assessments indicated on the Evaluation Plan within 60 calendar days of receiving parental consent for an initial evaluation. The CDC documents the date upon which it received the signed Consent for Evaluation. When the assessments are completed the CDC must conduct the Eligibility Determination meeting as soon as possible.

34 CFR §303.310 Post referral timeline.

34 CFR §300.301 Initial Evaluations.

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In Part B 619, are there any circumstances (other than the parent not producing the child) that allow the CDC to exceed the 60 calendar day timeline?

Yes. The only other circumstance is for children who are in the process of transferring to another local CDC while in the process of being evaluated. In this case the new CDC would complete the evaluation as soon as possible, but is not bound by the timeline requirements.

34 CFR §300.301 Initial Evaluations.

What assessments are used to determine if a child is eligible for services?

For Part B, the PWN Consent for Evaluation will outline assessments based upon the suspected area(s) of need. The following types of assessments may be used: •

Academic Achievement – Individually administered diagnostic tests in early literacy, reading, language, math and written language to determine skills in the above areas.

•

Assistive Technology/Services – Needs for assistive devices and services in order to benefit from special education services.

•

Behavioral – Assessment and/or observations to identify supports and strategies to address behavioral needs.

•

Classroom-Based Assessment – Involvement and progress in general education curriculum (i.e., reading, math, etc.). Communication – Individual tests of speech and/or receptive and expressive language skills.

•

Developmental Screening – Individually administered tests and/or structured observations measuring typical child development of preschool-age children or others as appropriate.

•

Observations – Observations of the child by teachers and related service providers in an educational setting and/or a setting with the child interacting with peers.

•

Physical – Visual and hearing acuity (not screenings); gross and fine motor development; orientation/mobility; blindness/visual impairment (need for Braille instruction).

•

Psychological – Individually administered intelligence tests and measures of adaptive behavior designed to help determine the child’s ability to function in an academic setting.

•

Social/Emotional – Checklists, tests, and observations to determine social skills and emotional status of the child.

•

Transition – Assessments of training, education, employment, or independent living skills.

•

Other – Specify.

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How is it determined which assessments are used?

The IDEA regulations require the Evaluation Team to assess the child in any area of suspected disability. This means that the Evaluation Team must conduct the assessments necessary to address the disability criteria for each suspected disability.

34 CFR ยง300.304 Evaluation Procedures.

34 CFR ยง300.306 Determination of Eligibility.

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EVALUATION AND EVALUATION REPORT What is an evaluation and how does the process work for Part C? Each Wyoming child, birth through age 2, suspected of having a developmental delay is entitled to a timely, comprehensive, multidisciplinary evaluation of functioning. Each family of such an infant or toddler is entitled to a family directed identification of the needs of their family in order to appropriately assist in the development of the child.

Evaluation of the child relates directly to procedures for determining initial and continuing eligibility for Part C services. The evaluation process is designed to be a responsive and individualized set of procedures for determining eligibility in a fair and timely fashion. The process takes the unique characteristics of the child, the accumulated information about the child, and the child’s family’s choices regarding evaluation alternatives into consideration. In addition, the evaluation process is designed to provide the child’s parents with appropriate information for making informed decisions regarding service options for their child and family.

The evaluation must include: •

administering an evaluation instrument;

•

taking the child’s history (including interviewing the parent and other family members or caregivers, as appropriate);

•

identifying the child’s level of functioning in each developmental area (cognitive, physical, including hearing and vision, communication, social or emotional, and adaptive skill development);

•

gathering information from other sources such as family members, other caregivers, medical providers, social workers, and educators, if necessary to understand the full scope of the child’s unique strengths and needs; and

•

reviewing medical, educational and/or other records.

Part C only: A child’s medical history and other medical records may be used to establish eligibility (without conducting an evaluation of the child for eligibility) if those records indicate the level of functioning in one or more of the developmental areas constitutes a developmental delay or the child otherwise meets the criteria for an infant and toddler with a disability. Utilizing this process for eligibility determination will negate the need for completing all the above evaluation procedures of using evaluation instruments.

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What are the Part C evaluation procedures?

The CDC must provide notice to the parents of a child with a suspected disability that describes any evaluation procedures the CDC proposes to conduct through a PWN. The CDC must ensure that each child with a suspected disability receives: •

a timely, comprehensive, multidisciplinary evaluation of the child; and

•

a multidisciplinary assessment of the unique strengths and needs of that infant or toddler and the identification of services appropriate to meet those needs; and

•

a family-directed assessment of the resources, priorities, and concerns of the family and the identification of the supports and services necessary to enhance the family’s capacity to meet the developmental needs of that infant or toddler.

34 CFR §303.321 Evaluation of the child and assessment of the child and family.

What are the evaluation procedures for Part B? In conducting the evaluation, the CDC must use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the parent.

This information may assist in determining whether the child is a child with a disability, the content of the child’s IEP, including information related to enabling the child to participate in appropriate activities.

The child must be assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities.

34 CFR §300.304 Evaluation Procedures.

What services are available for children and families in Head Start and/or Early Head Start during IDEA eligibility determination?

While the local CDC determines a child’s eligibility, a Head Start or Early Head Start program must provide individualized services and supports, to the maximum extent possible, to meet the child’s needs.

Such additional supports may be available through a child’s health insurance or it may be appropriate or required to provide the needed services based on available information such as parent input and child observation and assessment data and may use program funds for these purposes.

45 CFR §1302.61 Additional services for children.

What is the Eligibility Committee?

The CDC convenes a Multi-Disciplinary Team (MDT) meeting (administrator and/or supervisor, evaluation coordinator, a Family Support Specialist (FSS), and parents/or family) to determine the eligibility status of a child.

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What happens if the child is found eligible for Part C or Part B services?

For a child that is determined eligible for Part C, a meeting to develop the IFSP must be conducted within the 45 day time period from the date of the initial referral to Part C. For children that are ages 3-5, if a determination is made that a child has a disability and needs special education and related services, an IEP must be developed within 30 days of the Evaluation Report Meeting.

If a child is transitioning from Part C to Part B, the child will have an IEP in place by their third birthday.

34 CFR ยง300.306 Determination of eligibility.

What happens if a child is eligible and parent wants to proceed?

The MDT, which includes the parents, will meet to review the results of the evaluation/s, the eligibility determination, and determine specific IDEA services for the child.

45 CFR ยง1302.33 Child screening and assessments.

May a child be identified in more than one disability category?

Yes, for Part B only. A child should be identified in each category of disability for which the child meets the disability criteria and needs special education and related services.

34 CFR ยง300.111 Child Find.

If a child has received a medical diagnosis does that child automatically qualify for special education and related services?

No. To qualify for special education and related services, the child must meet the criteria for a disability category(ies) as defined in state statute and demonstrate a need for special education and related services.

34 CFR ยง300.306 Determination of Eligibility.

What happens if a child is eligible for IDEA services under Part C and parent refuses?

Family Support Specialists share contact information and may follow up with the family at a later date.

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What happens if a child meets the criteria for eligibility and is eligible but the program is unable to contact the family or the family relocates without notifying the CDC, the Early Head Start or the Head Start Program?

The child is exited from services and a letter may be sent to the referral agency notifying them.

Early Head Start and Head Start program staff document outreach activities and retains the eligibility determination records electronically for one year after either the child stops receiving services or are no longer enrolled. Each program establishes and implements outreach, and enrollment policies and procedures to ensure it is meeting the needs of eligible pregnant women, children, and children with disabilities.

45 CFR §1302.12 Determining, verifying, and documenting eligibility.

What happens if a child is found not eligible for Part C services?

For determinations that a child is not eligible, the CDC will provide the parent with PWN as required, and include in the notice information about the parent’s right to dispute the eligibility determination through dispute resolution procedures, such as requesting a due process hearing or mediation or filing a State complaint.

Further, the FSC will assist the family in determining their options, including utilizing other eligibility evaluation methods than those originally used to determine the child’s eligibility and again, informing the family of their procedural safeguards/rights. For those children who are receiving ongoing public health or social services, the CDC will notify the public health and/or social agency the child is no longer eligible for Part C services. Public health services may be adjusted accordingly.

34 CFR §303.322 Determination that a child is not eligible.

20 U.S.C. 1439(a)(6)

For Part B, can a child meet eligibility criteria, but still not need special education services?

Yes. If the MDT determines that the disability does not adversely affect the child’s educational performance, then the child does not need special education, and is not eligible under IDEA. CFR §300.8 Child with a disability.

What happens if a child does not qualify for special education and related services?

After an MDT meeting has occurred and the team has determined the child is not eligible for special education and related services, the child will not receive special education and related services and return to the general education setting.

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What are the additional requirements for Early Head Start and Head Start programs?

If the child is enrolled in an Early Head Start or Head Start program, and after the formal evaluation, the local CDC determines the child is not eligible for early intervention or special education and related services under IDEA, the Early Head Start or Head Start program must: 1. seek guidance from a mental health or child development professional to determine if the formal evaluation shows the child has a significant delay in one or more areas of development that is likely to interfere with the child’s development and school readiness; and, 2. if the child has a significant delay, partner with parents to help the family access services and supports to help address the child’s identified needs.

45 CFR §1302.33 Screening and assessments.

What happens if the child is eligible and the parent does not want to proceed with an IEP? The MDT stops the process and cannot proceed any further without due process. There is no defined time limit for due process.

Can a child qualify for Part B services under IDEA if they need only a related service?

No. In order to qualify for Part B services a child must need specialized instruction.

34 CFR §300.8 Child with a disability.

What is the timeline for an initial Evaluation Report to the initial Part B IEP? Once an Evaluation Report meeting has been held and it is determined that the child qualifies for special education and related services, the CDC has 30 days to implement the IEP. When a Child in the Part C program will be turning 3, the CDC is required to have all assessments completed and an IEP in place by the child’s third birthday.

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How to implement an Interim IFSP An interim IFSP is developed in the event an eligible child and the child’s family have obvious immediate needs identified, even at the time of referral (e.g., a physician recommends that a child with cerebral palsy begin receiving physical therapy as soon as possible), so early intervention services may commence before the completion of the evaluation and assessment, if the following conditions are met: •

parental consent is obtained;

•

includes the name of the FSC who will be responsible for implementation and coordination with other agencies and persons;

•

includes the early intervention services determined to be needed immediately by the child and the child’s family;

•

the evaluation and assessment are completed within the 45-day time period required;

•

support coordination is provided to each eligible child and child’s family in accordance with the definition of support coordination; and

•

the IFSP is developed, implemented and evaluated by a multidisciplinary team, including the eligible child’s parents and two or more individuals from separate disciplines or professions and one of these individuals must be the child’s/family’s Family Support Specialist (FSS)/service coordinator.

34 CFR §303.342 Procedures for IFSP development, review, and evaluation.

34 CFR §303.345 Interim IFSPs—provision of services before evaluations & assessments are completed.

Who needs to be notified of Part C findings of the child?

The FSC, parents and/or family members, referral sources, and anyone the family chooses to receive notification.

Does signing the Evaluation Report reflect that each signer agrees with the conclusion of the team?

Yes, unless the member submits a separate dissenting report presenting the member’s conclusions.

34 CFR §300.311 Specific documentation for the eligibility determination.

If parents or other required members of the MDT are unable to participate in a meeting in person, can other methods be used to ensure their participation?

Yes. Other methods may include individual or conference telephone calls, or video conferencing. It should be documented in the notes that the person participated by phone or other means. When that person is provided with a copy of the Evaluation Report, they can sign and return an additional copy of the signature page as a means of documenting their participation.

34 CFR §303.342 Procedures for IFSP development, review and evaluation.

34 CFR §300.322 Parent participation.

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For a child who is less than school age or out of school, who determines the appropriate environment for the observation to occur?

Federal regulations require that an observation take place in the learning environment of the child. The Evaluation Team will make a determination for the appropriated environment based upon areas of concern, the opportunity to observe the child in environments with other children and must observe the child in an environment appropriate for a child of that age. If a child is in a Head Start classroom, an observation of the child within that environment should be completed.

34 §CFR 300.310 Observation.

Must the child be re-evaluated once every three years?

Yes, unless the parent and special education provider agree at any time during the threeyear period that a reevaluation is necessary.

What is the CDC’s role when parents do not agree with each other about the identification or educational program for their child?

The procedural safeguards apply equally to each person who meets the definition of parent.

The CDC must ensure that each parent has all the information available regarding the identification or placement of the child and should encourage the parents to work together in the best interests of their child.

34 CFR §300.30 Definition of Parent.

34 CFR §303.27 Parent.

Documentation of Eligibility Type Part C: Medical eligibility: child has a diagnosed and/or established physical or mental condition that has a high probability of resulting in developmental delay even though the delay may not exist at the time of diagnosis which includes; conditions such as chromosomal abnormalities; genetic or congenital disorders; sensory impairments; inborn errors of metabolism; disorders reflecting disturbance of the development of the nervous system; congenital infections; severe attachment disorders; and disorders secondary to exposure to toxic substances, including fetal alcohol syndrome.

What is Informed Clinical Opinion (ICO)?

Informed clinical opinion may be used as an independent basis to establish a child’s eligibility even when other instruments do not establish eligibility. ICO is used for difficult to measure aspects of the child’s development that to the ‘qualified personnel” opinion is exhibiting a developmental delay within the state’s criteria for eligibility of IDEA services.

34 CFR §303.321 Evaluation of the child.

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What is a developmental delay?

The child is experiencing developmental delay if they measure a -1.5 standard deviation in one of the 5 developmental domains on an evaluation instrument, or, as measured by appropriate diagnostic instruments and procedures, the child measures at a minimum of 25% delay in any one or more of the following areas: •

Cognitive development;

•

Physical development, including vision and hearing;

•

Communication development;

•

Social or emotional development; or

•

Adaptive development.

34 CFR §303.111 State definition of developmental delay.

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DIFFERENCES BETWEEN PART C AND PART B What is the difference between the two programs?

Part C (children ages birth up to age 3) – Core to family-centered services is sensitivity and respect for the culture and values of individual family members and each family’s ecology, as members define the people, activities and beliefs important to them. The purpose of early intervention is to achieve family outcomes, as well as child outcomes. The early intervention provider assists the family in working with their child on the identified areas of delay.

Part B (children ages 3 to 5) – The members of the IEP team identify the child’s educational needs. IEP goals are written based on the child’s current level of performance to address the identified educational needs. The local CDC is responsible for ensuring the child’s education and related service needs are provided in the least restrictive environment.

IFSP (Part C) and IEP (Part B/619)

What is an IFSP? The Individualized Family Service Plan (IFSP) is a written plan providing early intervention services for the child and family support services for children who are eligible for Part C.

Who needs to be invited to the IFSP meeting?

•

Family;

•

Family Service Coordinator;

•

Administrator from CDC agency;

•

Early Head Start staff for children being considered for Early Head Start enrollment, a currently enrolled child, or a child transitioning from the program if requested by the child’s parents;

•

Other qualified personnel, and/or

•

Whomever the family wishes to attend.

45 CFR §1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA.

What is included in the IFSP? Support services necessary to enhance the development of the child and the capacity of the family to meet the identified priorities and needs of the child and family. The IFSP includes child and possibly family outcomes based on the identified areas of delay and the priorities and concerns of the family. Early Intervention providers assist the family in working with their child in order to achieve child outcomes.

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THE EARLY INTERVENTION INDIVIDUAL FAMILY SERVICE PLAN (IFSP) PROCESS

IDENTIFICATION AND REFERRAL CDC program receives referral and results of screening or assessment (if completed).

Service Coordinator contacts family to determine family’s interest in scheduling initial visit.

INTAKE AND FAMILY ASSESSMENT

45 DAYS

Service Coordinator meets with family and explains program.

Provides and explains rights; obtains written parent consent for evaluation and request/release of information forms.

CHILD EVALUATION AND ASSESSMENT Service Coordinator schedules evaluation with team and family at place and time convenient for family.

IFSP DEVELOPMENT IFSP team meets to develop IFSP including: • Reviewing parents’ priorities and concerns; • Establishing functional / measurable outcomes; • Identifying strategies; • Identifying necessary services and timelines for initiating services.

SERVICE DELIVERY AND TRANSITION Service Coordinator obtains parental consent for IFSP services (signing IFSP).

NOTE: PROGRAMS DIFFER IN WHO IS ASSIGNED TO EACH RESPONSIBILITY. SERVICE COORDINATOR COULD BE UNDER ANOTHER PROFESSIONAL TITLE.

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Where are services provided?

Part C services are provided in the child’s most naturally occuring environment. The natural environment could be the child’s home or a community setting like the library. Part B services are provided in the child’s Least Restrictive Environment (LRE) which may be a Head Start classroom, a community pre-school, a day care center, a family child care home or the local CDC. For Head Start or Early Head Start, services are provided in the centers or in the home if the program has a home-based program model.

45 CFR §1302.61 Additional services for children.

What support services are provided by Part C and services provided by Early Head Start for children who are enrolled in both programs?

Support services are designed to meet the developmental needs of an infant or toddler and the needs of the family to assist appropriately in the infant or toddler’s development in the following areas: •

Physical development

•

Cognitive development

•

Communication development

•

Social or emotional development

•

Adaptive development

If an infant or toddler has a disability or a developmental delay in one or more developmental area, that child is eligible for early intervention services. Early intervention services will be tailored to meet the child’s and family’s individual needs and may include: •

Assistive technology (devices a child might need)

•

Audiology or hearing services

•

Counseling and training for a family

•

Health services

•

Medical services

•

Nursing services

•

Nutrition services

•

Occupational therapy

•

Physical therapy

•

Psychological services

•

Service Coordinator services

•

Sign language and cued language services

•

Social work services

•

Special instruction

•

Speech-language pathology services

•

Transportation and related costs

•

Vision services

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What is an IEP? Individualized Education Program (IEP) is a written plan for a child with a disability that is developed, reviewed, and revised at least annually. It contains child goals specific to the area of disability that are worked on throughout the child’s educational opportunities.

34 CFR §300.22 Individualized education program.

Who are the required members of the IEP team?

•

The parent(s) or guardian of the child

•

Regular education teacher of the child (if the child is, or may be, participating in the regular education environment; this should include the Head Start Teacher)

•

Special education teacher of the child

•

An administrator or designee

•

Related services provider who can interpret their evaluation results if needed

•

Related services providers who may provide related services and/or accommodations

•

At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child

CFR §300.321 IEP Team.

What is included in an IEP? The IEP should list the special education and related services that will be provided. Each service should have start/finish dates, frequency, duration, location who will provide the services and deliver method (individual or as a group). The supports it will take to include the child in non-academic and extracurricular activities should also be listed.

What is special education?

Special education is specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.

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What are some types of specially designed instruction?

•

Adaptive Physical Education

•

Social/Emotional/Behavioral

•

Math

•

Travel Training

•

Sensory-Motor

•

Communication

•

Transition

•

Self-Help/Independence

•

Braille Instruction

•

Speech-Language

•

Pre-literacy

•

Written Expression

34 CFR §300.39 Special Education.

What are related services?

Related services are required to assist a child with a disability to benefit from special education. Related services cannot stand alone. There needs to be a special education service before a related service can be added in an IEP. A sample of related services includes: •

Assistive Technology

•

Physical Therapy

•

Audiology

•

Psychological

•

Counseling

•

School Health/Nurse Services

•

Interpreting

•

Social Work in Schools

•

Occupational Therapy

•

Speech/Language

•

Parent Counseling and Training

•

Transportation

34 CFR §300.34 Related Services.

How often does an IEP need to be reviewed?

IEP goals are reviewed for progress at least quarterly, and the IEP is renewed at least annually.

However, an IEP team member may request a team meeting at any time and the IEP may be amended as needed.

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PRESCHOOL INDIVIDUALIZED EDUCATION PROGRAM (IEP) PROCESS

RECOGNITION Child exhibits atypical needs as compared to peers.

REFERRAL Child is officially referred for evaluation for special education services by a parent or teacher with intimate knowledge of the child’s ability.

EVALUATION

60 DAYS

With consent of the parents, the child is evaluated with a variety of assessment tools and strategies. The assessments must not discriminate and should provide information to help determine the unique needs of the child.

ELIGIBILITY IEP team determines if the child is eligible for special education services. The child must have a disability that negatively impacts his/her educational performance and the child needs special education services in order to benefit from education.

No disability is noted that impacts educational performance. Special education not required. Process stops.

Child referred for other applicable related services and supports.

Determination that a disability impacts educational performance and eligibility is determined for special education services.

A multi-disciplinary team of parents, general and special education teachers, administrators, and others meets to develop the Individualized Education Program (IEP). This document guides the special education program that will be provided for the child. The IEP team must also determine the least restrictive environment (LRE) and provide justification in the IEP for more restrictive placements.

IEP IMPLEMENTATION (FAPE) The entire IEP team has the responsibility to ensure that the IEP is implemented.

Any IEP team member may request a meeting at any time.

IEP REEVALUATION At a minimum annually, the IEP team is required to meet for the dual purpose of evaluating the implementation of the current IEP and to develop the next annual IEP.

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IEP PROCESS (IEP AND LRE)

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Who can participate as the “parent” in developing an IEP or IFSP? A “parent” is defined as: •

biological or adoptive parent of a child;

•

guardian, but not the State if the child is a ward of the State;

•

person acting in the place of a parent (such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child’s welfare); or

•

surrogate parent who has been appointed; or

•

foster parent.

When more than one party is qualified to act as the parent, the biological or adoptive parent must be presumed to be the parent unless such parent does not have legal authority to make educational decisions.

34 CFR §300.30 Parent.

34 CFR §300.519 Surrogate Parents.

How should parent(s) be informed of their child’s progress in meeting IEP goals?

CDC and Head Start staff (when the child is enrolled in both programs) should regularly share with the IEP team, which includes the parent(s), progress on IEP goals.

34 CFR §300.320 Definition of Individualized Education Program.

Who provides Special Education Services in the General Education Setting?

Special education and related services must be provided by or directed by qualified personnel (special education teacher, speech therapist, etc.) regardless of the setting.

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What is Head Start or Early Head Start’s role in supporting the IFSP or IEP? A Head Start or Early Head Start program must participate in the development of the IFSP or IEP and the implementation of the IFSP or IEP. At a minimum, the Head Start or Early Head Start program must: 1.

provide relevant information from its screenings, assessments, and observations to the team developing a child’s IFSP or IEP; and

2.

participate in meetings with the local CDC to develop or review an IEP or IFSP for a child being considered for Head Start or Early Head Start enrollment, a currently enrolled child, or a child transitioning from another program.

Additionally, a Head Start or Early Head Start program must work to develop interagency agreements with the local CDC to improve team meeting attendance before service delivery to children eligible for services under IDEA, including: •

service coordination;

•

children are working towards the goals in their IFSP or IEP;

•

elements of the IFSP or IEP that the program cannot implement are implemented by other appropriate agencies, related service providers and specialists;

•

IFSPs and IEPs are being reviewed and revised, as required by IDEA;

•

promotion of service provision in the least restrictive appropriate community-based setting;

•

reduction in dual enrollment which causes reduced time in a less restrictive setting; and

•

transition services as children move from services provided under Part C of IDEA to services provided under Part B of IDEA and from preschool to kindergarten.

45 CFR §1302.61 Additional Services for children.

45 CFR §1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA.

Can the CDC give Head Start or Early Head Start a copy of the IFSP or IEP? Any member of the IFSP or IEP team, which should include Head Start or Early Head Start staff if the child is enrolled in the program, shall receive a copy of the IFSP or IEP. The Head Start or Early Head Start program must retain a copy of the IEP or IFSP for any child enrolled in Head Start or Early Head Start for the time the child is in the program, consistent with the IDEA requirements. Best practice would be for both the Early Head Start teacher or Home Visitor or Head Start teacher to also work on and support the child outcomes that are listed in the IFSP or the child goals that are listed in the IEP. 45 CFR §1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA.

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How are general education teachers, para-educators and others who work with a child informed of their specific responsibilities under the IEP? They must be informed of their specific responsibilities related to implementing the IEP. These may be provided electronically, verbally, or on paper. If any of these individuals are given a copy of the IEP, they must ensure that confidentiality of the IEP is maintained at all times in the same manner as other special education records, including storage of and access to the IEP. Ongoing collaboration among all providers should occur to ensure that the accommodations, modifications and supports are provided in accordance with the IEP. 34 CFR §300.323 When IEPs must be in effect.

34 CFR §300.614 Record of access.

May the parent or CDC invite others to participate in the IEP meetings?

Yes. At the discretion of the parent or the CDC, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate may be invited. The parent should be informed in writing prior to the meeting of any additional attendees and purpose for attendance.

34 CFR §300.321 IEP Team.

45 CFR §1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA. 45 CFR §1302.52 Family partnership process.

When must transportation be included in a child’s IEP? A CDC must provide transportation as a related service if it is required for the child to benefit from special education. The CDC must ensure that any transportation services included in a child’s IEP as a related service is provided at no cost to the parents and that the child’s IEP describes the transportation arrangement.

The CDC has a variety of options for how they provide transportation, including school busses, contracted services, transportation contracts with parents, or other options.

A Head Start or Early Head Start program must ensure there are school buses or allowable alternate vehicles adapted or designed for transportation of children with disabilities available as necessary to transport such children enrolled in the program.

This requirement does not apply to the transportation of children receiving home-based services unless school buses or allowable alternate vehicles are used to transport the other children served under the home-based option by the grantee. Whenever possible, children with disabilities must be transported in the same vehicles used to transport other children enrolled in the Head Start or Early Head Start program.

A Head Start or Early Head Start program must ensure special transportation requirements in a child’s IEP or IFSP are followed, including special pick-up and drop-off requirements, seating requirements, equipment needs, any assistance that may be required, and any necessary training for bus drivers and monitors.

45 CFR §1303.75 Children with disabilities.

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Must the IEP team for a child consider the child’s need for Extended School Year (ESY)?

ESY services are required by IDEA for children receiving Part B/619 services who meet the eligibility criteria of ESY to receive a Free Appropriate Public Education (FAPE) offering. ESY is individually designed by the IEP team for each individual child.

What transition services are required for children in Early Head Start or Head Start?

For children with an IFSP who are transitioning out of Early Head Start, collaborate with the parents, and the CDC, to ensure appropriate steps are undertaken in a timely and appropriate manner to determine the child’s eligibility for services under Part B of IDEA. For children with an IEP who are transitioning out of Head Start to kindergarten, collaboration with the parents, and the CDC, to ensure steps are undertaken in a timely and appropriate manner to support the child and family as they transition to a new setting.

45 CFR §1302.61 Additional Services for children.

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ADDITIONAL QUESTIONS What are the requirements to enroll in Early Head Start or Head Start?

Children from birth to age 5 who are from families with incomes below the poverty guidelines are eligible for Head Start (3 to 5 year olds) and Early Head Start (birth through age 2) services. Children from homeless families, and families receiving public assistance such as TANF or SSI are also eligible.

The Head Start or Early Head Start program must annually establish selection criteria that weigh the prioritization of selection of participants, based on community needs identified in the community needs assessment including family income, whether the child is homeless, whether the child is in foster care, the child’s age, whether the child is eligible for special education and related services, or early intervention services, as appropriate, as determined under IDEA and, other relevant family or child risk factors.

At least 10% of the total number of enrollment opportunities in each Head Start or Early Head Start program during an enrollment year must be made available to children with disabilities who meet the definition for child with disabilities.

Each Head Start program must develop at the beginning of each enrollment year and maintain during the year a waiting list that ranks children according to the program’s selection criteria to assure that eligible children enter the program as vacancies occur.

45 CFR §1302.14 Selection process.

What additional services are available for children with disabilities if they are enrolled in Early Head Start or Head Start?

Early Head Start will work in conjunction with the CDC to provide the services outlined in the IFSP, if the child is enrolled in both programs. A program must ensure enrolled children with disabilities, including but not limited to those who are eligible for services under IDEA, and their families receive all applicable program services delivered in the least restrictive possible environment and that they fully participate in all program activities.

Head Start or Early Head Start programs must ensure the individualized needs of children with disabilities, including but not limited to those eligible for services under IDEA, are being met and all children have access to and can fully participate in the full range of activities and services. Head Start or Early Head Start programs must provide any necessary modifications to the environment, multiple and varied formats for instruction, and individualized accommodations and supports as necessary to support the full participation of children with disabilities. Programs must ensure all individuals with disabilities are protected from discrimination under and provided with all services and program modifications.

45 CFR §1302.60 Full participation in program services and activities.

45 CFR §1302.61 Additional services for children with disabilities.

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Are Head Start or Early Head Start programs required to help families obtain services from Part B/619 and Part C? Yes. Head Start or Early Head Start must collaborate with parents of children with disabilities, including but not limited to children eligible for services under IDEA, to ensure the needs of their children are being met, including support to help parents become advocates for services that meet their children’s needs and information and skills to help parents understand their child’s disability and how to best support the child’s development.

A Head Start or Early Head Start program must also help parents: •

understand the referral, evaluation, and service timelines required under IDEA;

•

actively participate in the eligibility process and IFSP or IEP development process with the local CDC, by informing parents of their right to invite the program to participate in all meetings;

•

understand the purposes and results of evaluations and services provided under an IFSP or IEP; and

•

ensure their children’s needs are accurately identified in, and addressed through, the IFSP or IEP.

45 CFR §1302.62 Additional services for parents.

What is a Family Partnership Agreement in Head Start or Early Head Start?

A program must implement a family partnership process that includes a Family Partnership Agreement (FPA) to support family well-being, including family safety, health, and economic stability, to support child learning and development, to provide, if applicable, services and supports for children with disabilities, and to foster parental confidence and skills that promote the early learning and development of their children. The process must be initiated as early in the program year as possible and continue for as long as the family participates in the program, based on parent interest and need. Ideally, the FPA and IFSP would have similar goals.

45 CFR §1302.52 Family partnership services.

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What is the difference between screening, assessment, and evaluation?

Screening includes activities to identify children who may need further evaluation in order to determine the existence of a delay in development or a particular disability.

Assessment is used to determine the individual child’s present level of performance and early intervention or educational needs.

Evaluation is used to determine the existence of a delay or disability, and to identify the child’s strengths and needs in all areas of development.

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DEFINITIONS Child Find: A component of IDEA that requires local school districts and Child Development Centers to actively locate children, birth to age 21, suspected to have disabilities and be eligible for special education, and who reside in their jurisdiction.

Developmental Delay (Part B): A child with a disability ages three through nine who is determined, through appropriate diagnostic instruments and procedures, to be experiencing delays in the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development and who, by reason thereof, needs special education and related services.

Developmental Delay (Part C): Developmental Delay is when your child does not reach his/ her developmental milestones at the expected times. It is an ongoing major or minor delay in the process of development. A delay can occur in one or more of the developmental domains i.e. adaptive skills, cognitive, communication, physical and social emotional skills.

Disabilities Coordinator: The term disabilities coordinator means the person on the Head Start staff designated to manage on a full or part-time basis the services for children with disabilities. The disabilities coordinator works with teachers, parents, Child Development Center staff, and community agencies in planning and program development, obtaining professional diagnoses and assessments of disabled individuals, and developing Individual Education or Family Service Plans (IEP or IFSP). The disabilities coordinator also maintains records and writes reports; may supervise some or all special education staff, therapists, etc.

Child Development Center (CDC): The provider of Part C and Part B/619 services.

Developmental Screening: A screening addresses the child’s status not only with respect to general health, hearing and vision, speech and language development, but also regarding general development, fine and gross motor skills, or behavior. Screening procedures are a brief look at a child to determine whether he or she needs further assessment. Screening may lead to referral for a comprehensive evaluation.

Early Head Start (EHS): Early Head Start programs provide intensive comprehensive child development and family support services to low-income infants and toddlers under the age of three (3) and their families, and to pregnant women and their families. A program must ensure at least 10 percent of its total funded enrollment is filled by children eligible for services under IDEA. Early Intervention (EI): Early intervention is a system of services to help babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as:

38

•

physical (reaching, rolling, crawling, and walking);

•

cognitive (thinking, learning, solving problems);

•

communication (talking, listening, understanding);

•

social/emotional (playing, feeling secure and happy); and

•

self-help (eating, dressing).

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

COLLABORATING TO MAKE A DIFFERENCE

Education Coordinator: The education coordinator’s responsibilities include supervision of the educational services; guides curriculum and program planning, development, and training; serves as resource for education specialists and/or teachers; analyzes data and completes reports related to provision of educational services; may supervise classroom and other education staff.

ERSEA: Stands for Eligibility, Recruitment, Selection, Enrollment, and Attendance; governs how programs develop and implement selection criteria to recruit the children and families most in need and determine eligibility, enroll children, and track attendance.

Family Education Rights and Privacy Act (FERPA): Guarantees parents the right to inspect and review their child’s school files and to receive copies of the information contained in the files. CDC’s must have written permission by the parent before they can release records to any other entity. Parents also have the right to challenge information in their child’s file if they feel like it is inaccurate or misleading.

Family Service Coordinator (FSC): A family service coordinator will assist the child’s family in accessing Part C services, ensuring compliance with IDEA procedural safeguards and linkages to other services. Family services staff in Head Start and Early Head Start programs provide support for families in a wide array of services including access to Part C services amid other family supports within the community.

504 Plan: A written plan that can provide a child with accommodations within an educational setting. In order to qualify, the child must have: 1) a physical or mental impairment that substantially limits one or more major life activities; or 2) a record of such an impairment; or 3) be regarded as having such an impairment. A child who qualifies for a 504 Plan does not qualify for IDEA services.

Free Appropriate Public Education (FAPE): FAPE is defined as an educational program that is individualized to a specific child, that meets that child’s unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. To provide FAPE to a child with a disability, CDC’s must provide children with an education, including specialized instruction and related services that prepares the child for further education, employment, and independent living.

Head Start: Federal program that promotes the school readiness of children, primarily 3 and 4 year old children, from low-income families through comprehensive services which include health, nutrition, social services and other services determined to be necessary for families needs. Head Start emphasizes the role of parents as their child’s first and most important teacher and builds relationships with families that support well-being, and positive parentchild relationships, family engagement in transitions, connections to peers and community, and families as advocates and leaders. A program must ensure at least 10 percent of its total funded enrollment is filled by children eligible for services under IDEA. Health Coordinator: The health coordinator in an Early Head Start or Head Start program manages overall health and/or nutrition/food service activities of the organization; includes supervision of staff in health roles, report writing and maintaining, monitoring, tracking, overseeing and assuring confidentiality of health records. Program must ensure health procedures are performed only by a licensed or certified health professional.

HIPAA (Health Insurance Portability and Accountability Act of 1996): A United States law designed to provide privacy standards to protect patients’ medical records and other health information provided to health plans, doctors, hospitals, and other health care providers.

Developed by the Department of Health and Human Services, these standards provide

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

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patients with access to their medical records and more control over how their personal health information is used and disclosed.

Individualized Education Program (IEP): A written document that describes the special education and related services that makes up a free appropriate public education for a child with disabilities.

Individualized Family Service Plan (IFSP): An IFSP is a plan to identify what your child’s current developmental status, what support services will be provided to advance those levels, and what outcomes/goals you would like your child to achieve.

Individuals with Disabilities Education Act (IDEA): The federal law that provides legal authority for early intervention and special education services for children birth to age 21.

Informed Parent Consent (also known as Informed Written Consent): Parent/guardian has been fully informed regarding the activity for which consent is sought and that they understand and agree to the activity, which must be put in writing. Consent is voluntary and can be revoked at any time.

Least Restrictive Environment (LRE): To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are non-disabled. Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Local Education Agency (LEA): A commonly used synonym for a school district, an entity which operates local primary and secondary schools. In Wyoming, the Early Intervention and Education Program (EIEP) is considered the LEA for all Part B/619 services.

Medical Eligibility: The child has a diagnosed and/or established physical or mental condition that has a high probability of resulting in developmental delay even though the delay may not exist at the time of diagnosis which includes; conditions such as chromosomal abnormalities; genetic or congenital disorders; sensory impairments; inborn errors of metabolism; disorders reflecting disturbance of the development of the nervous system; congenital infections; severe attachment disorders; and disorders secondary to exposure to toxic substances, including fetal alcohol syndrome.

Mental Health Coordinator: The mental health coordinator in an Early Head Start or Head Start program provides mental health services or interfaces with mental health professionals/ consultants; does not generally have supervisory responsibility; collaborates with community mental health agencies to serve clients; plans or implements mental health intervention; observes in classrooms, provides staff support in behavior management, and provides mental health education, training and consultation to staff and parents.

Multidisciplinary Evaluation Report: A summary of all assessments conducted in all areas of suspected disability. The Evaluation Report Team makes a determination from the summaries to determine if a child is eligible for Part C or Part B services.

Multidisciplinary Evaluation Team: A group of individuals from multiple disciplines who meet to purse a common goal, such as evaluating a student for placement in special education or creating and individualized education program for a student. Frequently they are referred to as the IEP team.

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FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

COLLABORATING TO MAKE A DIFFERENCE

Natural Environment: Varieties of settings where children live, learn, and play, such as: •

Home (family life) and community-life settings that are natural and typical for children without a disability and their families;

•

Settings where the child, family, and care providers participate in everyday routines and activities.

Parent: Parent means: a natural, adoptive or foster parent of a child; a guardian; a surrogate parent; or an individual acting in the place of a biological or adoptive parent, including a grandparent, stepparent or other relative with whom the child lives. It does not include employees of a state agency responsible for the welfare of the child.

Part B: The part of the Individuals with Disabilities Education Act (IDEA) that outlines services for children ages 3-21 (special education).

Part B Eligibility Requirements: A child must show a need or specialized instruction and have qualifying scores in one of the 13 disability categories.

Part C: The part of the Individuals with Disabilities Education Act (IDEA) that outlines services for children age birth to 3 (early intervention).

Part C Eligibility Requirements: Children from birth through age two, inclusive, are eligible for early intervention with family support services under Part C of the Individuals with Disabilities Act. If they are children who are experiencing a 25% developmental delay or a -1.50 standard deviation using appropriate diagnostic instrument and procedures in one or more of the following areas: •

physical (reaching, rolling, crawling, and walking);

•

cognitive (thinking, learning, solving problems);

•

communication (talking, listening, understanding);

•

social/emotional (playing, feeling secure and happy); and

•

self-help (eating, dressing).

Or Have a diagnosed physical or mental condition that has a high probability of resulting in developmental delay (even though the delay may not exist at the time of diagnosis) which includes conditions such as chromosomal abnormalities; genetic or congenital disorders; sensory impairment; inborn errors of metabolism; disorders reflecting disturbance of the development of the nervous system; congenital infections; severe attachment disorders; and disorders secondary to exposure to toxic substances, including fetal alcohol syndrome.

Parent Information Center (PIC): A project of Parents Helping Parents of Wyoming, PIC provides information, training, support, and resources to families of children with disabilities, and those that work with them, while supporting youth to be stronger self advocates.

Physical Therapy: A branch of rehabilitative health that uses a variety of treatments to help build strength, improve movement, and strengthen skills needed to complete daily activities.

PWN: Written notice provided by the CDC that gives parents/guardians advance notice about evaluations, services or other actions affecting the child. This must be given in the parents native language or preferred mode of communication. PWN must be provided in a reasonable time frame before the CDC proposes, refuses to initiate, or changes the identification, evaluation, or educational placement of a child.

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

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Procedural Safeguards: Parents of children who receive special education services have certain rights and protections that are guaranteed by federal law (IDEA). These rights include PWN, informed parent consent and revocation of consent. Copies and explanations of procedural safeguards should be made available to parents at the time of referral and throughout the IFSP/IEP process.

Referral: A referral is the first step in the process of determining eligibility for IDEA services.

Related Services: Related services are supportive services that are required to assist a child who receives Part B services to benefit from special education. Related services cannot stand alone. There needs to be a special education service before a related service can be added in an IEP. Revocation of Consent: If a parent/guardian decides to revoke services (discontinue special education services), they must put it in writing and give it to the CDC. Once the CDC receives written documentation from a parent/guardian, the CDC must send a written notice, to the parent/guardian, as soon as the special education services have ended notifying them of program changes.

Special Education Eligibility: There are 13 eligibility categories: •

Autism

•

Spectrum Disorder

•

Cognitive Delay

•

Disability

•

Developmental Delay

•

Emotional Disturbance

•

Hearing Impairment, including Deafness

•

Orthopedic Impairment

•

Specific Learning Disability

•

Multiple Disabilites

•

Speech/Language Impairment

•

Traumatic Brain Injury

•

Visual Impairment, including Blindness

A child must meet the eligibility criteria and the disability must adversely affect the child’s educational performance.

Special Education Services: Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. Services can be conducted in the classroom, in the home, in the hospitals and institutions, and in other settings.

Supplementary Aids and Services (accommodations/modifications): Aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

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FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

COLLABORATING TO MAKE A DIFFERENCE

Appendix: COLLABORATING TO MAKE A DIFFERENCE

Fostering Partnerships with Wyoming Head Starts & Child Development Centers

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

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WYOMING REFERRAL MAP FOR EARLY INTERVENTION AND DEVELOPMENTAL PRESCHOOL SERVICES Birth through age 5

REGION 2 REGION 13 REGION 3

REGION 1

REGION 14

REGION 4

REGION 6

REGION 7

REGION 10

REGION 9 REGION 8

REGION 5

REGION 11

REGION 12

WYOMING DEPARTMENT OF HEALTH, BEHAVIORAL HEALTH DIVISION MAP DIRECTORY

Region 1 Children’s Resource Center 307-587-1331 office 307-587-2497 fax Region 2 Child Development Center 307-672-6610 office 307-655-8038 fax Region 3 Weston County Children’s Center 307-746-4560 office 307-746-9417 fax Region 4 Children’s Learning Center 307-733-1616 office 307-733-0478 fax

44

Region 5 Lincoln Uinta Child Development Association 307-782-6602 office 307-782-7328 fax

Region 8 Project Reach and Excel Preschool Centers 307-324-9656 office 307-324-5670 fax

Region 6 Child Development Services of Fremont County 307-332-5508 office 307-332-7972 fax

Region 9 Child Development Center of Natrona County 307-235-5097 office 307-437-1440 fax

Region 7 Sweetwater County Child Development Center 307-875-0268 office 307-875-3805 fax

Region 10 Wyoming Child and Family Development, Inc. 307-836-2751 office 307-836-2855 fax

Region 12 STRIDE Learning Center 307-632-2991 office 307-638-6176 fax Region 13 Children’s Developmental Services of Campbell County 307-682-2392 office 307-682-8463 fax Region 14 Early Intervention Program Wind River Reservation 307-332-3516 office 307-332-9116 fax

Region 11 Developmental Preschool and Day Care Center 307-742-3571 office 307-721-5982 fax

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

COLLABORATING TO MAKE A DIFFERENCE

WYOMING HEAD START PROGRAM SERVICE AREA

Children’s Developmental Services of Campbell County (EHS)

Absaroka, Inc.

Wyoming Child and Family Development, Inc. (HS)

Children’s Learning Center

Wyoming Child and Family Development, Inc.

Lincoln Uinta Child Development Association (HS)

Sweetwater County School District #1 Head Start

Carbon County Child Development Programs, Inc.

Evanston Child Development Centers (EHS-CCP)

Laramie Child Development Corporation Laramie County Head Start

AMERICAN INDIAN/ALASKA NATIVE (AIAN) PROGRAM SERVICE AREA

SHOSHONE AND ARAPAHOE

American Indian Alaska Native Programs on the Wind River Indian Reservation

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS COLLABORATING TO MAKE A DIFFERENCE: FOSTERING PARTNERSHIPS WITH HEAD STARTS & CHILD DEVELOPMENT CENTERS

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4

HEAD START DIRECTORY

Albany County

Carbon County

Laramie Head Start 365 W Grand. Ave Laramie, WY 82070 Head Start (307) 742-6792 Program: Laramie Child Development Corporation

Carbon County Child Development Programs 1801 Edinburgh St Rawlins, WY 82301 Head Start (307) 324-9571 Program: Carbon County Child Development Programs, Inc.

Big Horn County

Saratoga Head Start PO Box 921 1114 W Saratoga Avenue Saratoga, WY 82331 Head Start (307) 326-5056 Program: Carbon County Child Development Programs, Inc.

Absaroka Head Start Basin Center PO Box 844 609 Rue Ave Basin, WY 82410 Head Start (307) 568-2032 Program: Absaroka, Inc. Absaroka Head Start Lovell Center 384 E. Main St PO Box 265 Lovell, WY 82431 Head Start and Early Head Start (307) 548-7071 Program: Absaroka, Inc. Basin Early Head Start 812 S 5th St Basin, WY 82410 Early Head Start (307) 568-2808 Program: Absaroka, Inc. Campbell County Children’s Developmental Services of Campbell County 1801 S 4J Rd Gillette, WY 82718 Head Start (307) 682-2392 Program: Children’s Developmental Services of Campbell County Wyoming Child and Family Development – Gillette 601 Running W Dr Gillette, WY 82718 Early Head Start (307) 682-4214 Program: Wyoming Child and Family Development, Inc.

Converse County Wyoming Child and Family Development – Douglas 630 Erwin St Douglas, WY 82633 Head Start and Early Head Start (307) 358-3901 Program: Wyoming Child and Family Development, Inc. Wyoming Child and Family Development – Glenrock PO Box 2019 929 W Birch Glenrock, WY 82637 Head Start and Early Head Start (307) 436-5357 Program: Wyoming Child and Family Development, Inc. Crook County Wyoming Child and Family Development – Crook County 100 S Bellfourche Moorcroft, WY 82721 Head Start (307) 746-8733 Program: Wyoming Child and Family Development, Inc.

Absaroka Head Start Riverton Center 2420 Rose Ln PO Box 1161 Riverton, WY 82501 Head Start (307) 856-5078 Program: Absaroka, Inc. Ethete 647 Blue Sky Hwy Ethete, WY 82520 American Indian/Alaska Native Head Start (307) 332-4815 Program: Shoshone & Arapaho Joint Business Council (ONAP) Ethete Early Head Start 503 Ethete Rd Ethete, WY 82520 American Indian/Alaska Native Head Start (307) 332-7180 Program: Shoshone & Arapaho Joint Business Council Fort Washakie 79 Sacajewa Circle Fort Washakie, WY 82514 American Indian/Alaska Native Head Start (307) 332-7163 Program: Shoshone & Arapaho Joint Business Council Fort Washakie Early Head Start PO Box 308 75 Sacajawea Circle Fort Washakie, WY 82514 American Indian/Alaska Native Head Start (307) 332-7055 Program: Shoshone & Arapaho Joint Business Council Great Plains 11 Great Plains Rd Arapahoe, WY 82510 American Indian/Alaska Native Head Start (307) 856-3807 Program: Shoshone & Arapaho Joint Business Council

Fremont County Absaroka Head Start Lander Center 8204 State Highway 789 P.O. Box 15 Lander, WY 82520 Head Start (307) 332-5559 Program: Absaroka, Inc.

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FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

COLLABORATING TO MAKE A DIFFERENCE

HEAD START DIRECTORY cont.

Great Plains Early Head Start 13 Great Plains Rd Arapahoe, WY 82510 American Indian/Alaska Native Head Start (307) 857-6035 Program: Shoshone & Arapaho Joint Business Council Great Plains – Home Base 17 Great Plains Rd PO Box 308 Arapahoe, WY 82510 American Indian/Alaska Native Head Start (307) 332-7163 Program: Shoshone & Arapaho Joint Business Council Goshen County Wyoming Child and Family Development – TLC 3110 W C St Torrington, WY 82240 Head Start (307) 532-7068 Program: Wyoming Child and Family Development, Inc. Wyoming Child and Family Development – Lincoln Infant Toddler Center 436 E 22nd Ave Unit C Torrington, WY 82240 Early Head Start (307) 534-4720 Program: Wyoming Child and Family Development, Inc. Hot Springs County Absaroka Head Start Thermopolis Center 326 Warren St PO Box 1227 Thermopolis, WY 82443 Head Start (307) 864-5481 Program: Absaroka, Inc. Johnson County Absaroka Head Start Buffalo Center 201 Aspen Dr P.O. Box 494 Buffalo, WY 82834 Head Start (307) 684-2873 Program: Absaroka, Inc.

Laramie County Laramie County Head Start East Center 3238 Sheridan St Cheyenne, WY 82009 Head Start (307) 634-5829 Program: Community Action of Laramie County Laramie County Head Start Family Resource Center 704 Bent Ave Cheyenne, WY 82007 Head Start (307) 634-5829 Program: Community Action of Laramie County Laramie County Early Head Start 1521 Dunn Ave. Cheyenne, WY 82001 Early Head Start (307) 634-5829 Program: Community Action of Laramie County Main Center 711 Warren Ave Cheyenne, WY 82007 Head Start (307) 634-5829 Program: Laramie County Head Start Lincoln County Afton Child Development Center PO Box 877 675 S Washington Afton, WY 83110 Head Start (307) 885-9286 Program: Lincoln Uinta Child Development Association Alpine Child Development Center PO Box 3052 247 Snake River Drive Alpine, WY 83128 Head Start (307) 654-4116 Program: Lincoln Uinta Child Development Association

Thayne Child Development Center PO Box 672 265 North Vannoy Parkway Thayne, WY 83127 Head Start (307) 883-4116 Program: Lincoln Uinta Child Development Association Natrona County Wyoming Child and Family Development – Head Start 301 W B St Casper, WY 82601 Head Start (307) 577-1864 Program: Wyoming Child and Family Development, Inc. Wyoming Child and Family Development – Early Head Start 160 N Washington Casper, WY 82601 Early Head Start (307) 473-5831 Program: Wyoming Child and Family Development, Inc. Niobrara County Wyoming Child and Family Development – Lusk 1801 S Maple St PO Box 126 Lusk, WY 82225 Head Start and Early Head Start (307) 334-2252 Program: Wyoming Child and Family Development, Inc. Park County Absaroka Head Start Cody Center 308 16th St P.O. Box 474 Cody, WY 82414 Head Start (307) 527-6454 Program: Absaroka, Inc.

Kemmerer Child Development Center 1208 Elk St Kemmerer, WY 83101 Head Start (307) 877-6984 Program: Lincoln Uinta Child Development Association

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

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HEAD START DIRECTORY cont.

Absaroka Head Start Powell Center 883 E 7th St PO Box 863 Powell, WY 82435 Head Start (307) 754-2013 Program: Absaroka, Inc. Platte County Wyoming Child and Family Development – Wheatland 28 Rompoon Rd PO Box 243 Wheatland, WY 82201 Early Head Start and Head Start (307) 322-3385 Program: Wyoming Child and Family Development, Inc. Wyoming Child and Family Development – Guernsey PO Box 160 371 South Kansas Guernsey, WY 82214 Head Start and Early Head Start (307) 836-2838 Program: Wyoming Child and Family Development, Inc. Sheridan County Absaroka Head Start Sheridan Center 404 W Brundage Ln Sheridan, WY 82801 Head Start (307) 673-2637 Program: Absaroka, Inc. Sweetwater County Green River 351 Monroe Ave Green River, WY 82935 Head Start (307) 352-3430 Program: Sweetwater County School District #1 Head Start Sweetwater County School District #1 Head Start 625 Ahsay St PO Box 1089 Rock Springs, WY 82901 Head Start (307) 352-3430 Program: Sweetwater County School District #1 Head Start

Teton County

Washakie County

Children’s Learning Center Head Start (Bears) 145 Mercill Ave Jackson, WY 83001 Early Head Start (307) 732-0525 Program: Children’s Learning Center

Absaroka Head Start Worland Center 1313 Big Horn Ave PO Box 1708 Worland, WY 82401 Early Head Start (307) 347-3164 Program: Absaroka, Inc.

Children’s Learning Center Head Start (Penguins) 145 Mercill Ave Jackson, WY 83001 Head Start (307) 734-3896 Program: Children’s Learning Center The Learning Center Home Based PO Box 4100 85 W Snow King Avenue Jackson, WY 83001 Early Head Start (307) 733-5345 Program: Children’s Learning Center Uinta County Bridger Valley Child Development Center PO Box 570 1001 Highway 414 North Mountain View, WY 82939 Head Start (307) 782-6601 Program: Lincoln Uinta Child Development Association

Weston County Wyoming Child and Family Development Weston County Children’s Center 104 Stampede St Newcastle, WY 82701 Head Start (307) 746-4560 Program: Wyoming Child and Family Development, Inc. Crook/Weston County Early Head Start 627 Pine Street Newcastle, NY 82701 307-746-4903

Children’s Learning Foundation 1021 North Hwy 414 Mountain View, WY 82939 Early Head Start (307) 782-7040 Program: Evanston Child Development Center Evanston Child Development Center 336 Summit St Evanston, WY 82930 Early Head Start (307) 789-7040 Program: Evanston Child Development Center LUCDA - Evanston 1013 W Cheyenne Dr Ste B Evanston, WY 82930 Head Start 307-789-7384 Program: Lincoln Uinta Child Development Association

Data extracted from the Early Childhood Learning and Knowledge Centers (ECLKC) Head Start Locator as listed 2/2018. For more information please visit the ECLKC Head Start Locator website at: https://eclkc.ohs.acf.hhs.gov/hslc/HeadStartOffices

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FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

COLLABORATING TO MAKE A DIFFERENCE

CONFIDENTIALITY STATEMENT

The following is an agreement, also known as a confidentiality clause, between the following Parties: ____________________________________ AND___________________________________ Name/Organization

Name/Organization

In the signing of this document both parties agree that the information exchanged between the disclosing entity and the receiving entity will be kept strictly confidential.

The receiving party shall not, in any way, reveal or divulge any information provided by the disclosing party. The confidential information must be protected against threat or loss and must be treated with care. In case of breach of contract the disclosing party will be notified immediately and the receiving party shall take responsibility, if indeed responsible.

Signature/Date of representative from the disclosing party _____________________________

Signature/Date of representative from the receiving party ______________________________

SAMPLE FORM

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

49

PERMISSION TO OBTAIN AND RELEASE INFORMATION

Name: Last, First, Middle

Date of Birth

Phone

Street Address City State ZIP Authorize Records Released To and From:

Records Released To and From:

Name

Name

Street Address

Street Address

City State ZIP City State ZIP

Type or extent of information to be released: (Check all applicable categories) Medical and/or related health records Psychological evaluations or social work reports Developmental/Learning Disability Individualized education program

Purpose or need for release:

This authorization will remain in effect until:

Laboratory reports Consultations Evaluations and related reports Other

Date

or for one year

from date signed, and WILL or WILL NOT apply towards records created after the date of signature.

I understand that information used or disclosed based on this authorization may possibly be redisclosed by the recipient, and/or no longer protected by Federal Privacy standards. I understand that if I agree to sign this authorization, I will be provided with a copy of it. I understand I am under no obligation to sign this form and that the person(s) and/or organization(s) listed above whom I am authorizing to use and/or disclose my information may not condition treatment, payment, enrollment in a health plan, or eligibility for health care benefits on my decision not to sign this authorization. I understand written notification is necessary to cancel this authorization.

I am also aware that my withdrawal will not be effective as to uses and/or disclosures of my health information that have already been made in reference to this authorization.

Signature of Patient (including minors 14 and over) (If signed by person other than patient, state relationship to patient) Signature of parent or guardian

SAMPLE FORM

50

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

Date

COLLABORATING TO MAKE A DIFFERENCE

REFERRAL CHILD INFORMATION Child’s Name

Initials

Parent/Guardian Name

Birth Date

Age

Gender

Parent/Guardian Address

Today’s Date

Home Phone Work Phone

Primary language of the child’s home: English

Child Development Center Name & Region

Other:

SPECIFIC REASONS FOR REFERRAL FOR EVALUATION

Why is the child being referred for a comprehensive educational evaluation?

The child may have a disability which adverseley affects the child’s educational performance to the degree which requires special education and related services. The areas of concern that may need further evaluation are: Academic Developmental Social/Emotional

Assistive Technology/Services Limited English Proficiency Other

Signature of person making referral

Behavioral Physical

Communication Psychological

Date

Date of Referral Receipt

SAMPLE FORM

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

51

DEC Recommended Practices Topic Area: TEAMING & COLLABORATION Checklist #1 of 3

See DEC RPs: TC1, 2, 3, 5

Families Are Full Team Members Checklist This checklist includes steps and actions teams can take to ensure that families are included as full team members and are valued as experts who are considered vital to effective team functioning.

All team members, including familiy members, are involved and engaged in various ways and to varying degrees over time. Families need to be supported to

increase their level of involvement as comfort and trust build and as the team grows and learns together.

The checklist indicators can be used by team members individually or together to determine whether true collaboration is taking place. The checklist rating scale can be used for a self-evaluation to determine whether the different practices were used during teaming activities.

Practitioner: ________________________________________________________________ Seldom or Never

Some of the Time

As Often As I Can

Most of the Time

(O-25%)

(25-50%)

(50-75%)

(75-100%)

1. Inform families that they are the experts on their child and are important members of the team

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2. Ask families if they prefer to be addressed as Ms./Mr. or by first names and honor their preferences

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3. Include families in identifying a practitioner from the team who will serve as the primary liaison between the family and other team members

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4. Share all information that is available to practitioners with families in a complete and non-biased manner

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5. Share information with the family that is jargonfree so that family members can understand and participate in conversations and decisions

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6. Provide multiple opportunities for families to meet with other team members and discuss information openly

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8. Prepare families for each interaction and solicit their input and ideas prior to any formal meeting

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9. Ask families how they want to contribute to and be involved in any team interaction, recognizing that this may change over time and with the purpose of each interaction

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10. Establish a climate that allows ALL team members to feel comfortable, share ideas, ask questions, suggest activities, and solve problems together

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11. Accept and support families’ decisions in all ongoing interactions

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Please indicate which practice characteristics you were able to use during teaming activities:

7.

Schedule all meetings pertinent to the family and child at times and locations convenient for the family

The DEC Recommended Practices are available at http://www.dec-sped.org/recommendedpractices Access this checklist and other ECTA Center products at http://www.ectacenter.org/decrp/ Copyright © 2015 Early Childhood Technical Assistance Center

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Date: __________________________

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

Notes

COLLABORATING TO MAKE A DIFFERENCE

DEC Recommended Practices Topic Area: TEAMING & COLLABORATION Checklist #2 of 3

See DEC RPs: TC1, 2, 3, 4. 5

Communication for Teaming and Collaboration Checklist This checklist includes examples of verbal and written communication skills for building team relationships needed to work together effectively and gather/convey vital information for providing services and supports for children and families.

The checklist indicators can be used by team

members to assess whether quality communication is taking place during all formal and informal team interactions (e.g., during intake, assessment, team meetings, and ongoing intervention interactions) and to develop a plan for any improvements that may be needed.

Practitioner: ___________________________________________________________ Please indicate which of the practice characteristics you were able to use during team interactions:

Date: _____________________

Seldom or Never

Some of the Time

As Often As I Can

Most of the Time

(O-25%)

(25-50%)

(50-75%)

(75-100%)

1. Choose the medium most appropriate for the purpose of the communication (email, text, memo, document, one-to-one, group meeting, etc.)

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2. Create a climate that will encourage dialogue, discussion, and creative problemsolving for decision-making

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3. Clearly state the purpose of the communication interaction (e.g., give information, raise awareness, discuss options, reach a decision)

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4. Use clear, concise, jargon-free language appropriate for all team members

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5. Use a tone of voice that is polite, open, and professional

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6. Engage in active reflective listening behaviors to ensure that verbal messages are understood by all parties (e.g., focus on speaker, open-ended questions, paraphrasing, clarifying statements)

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7. Establish how comments or questions can be raised and by whom/how they will be addressed

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8. Summarize/reiterate follow-up actions and next steps for all participants

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Notes

The DEC Recommended Practices are available at http://www.dec-sped.org/recommendedpractices Access this checklist and other ECTA Center products at http://www.ectacenter.org/decrp/ Copyright © 2015 Early Childhood Technical Assistance Center

FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

53

DEC Recommended Practices Topic Area: TEAMING & COLLABORATION Checklist #3 of 3

See DEC RPs: TC1, 2, 3, 4

Collaboration to Learn and Grow Checklist This checklist includes steps and actions team members can take to share and gain expertise in order to provide effective interventions that meet the unique needs of individual children and their families.

A team that uses adult learning methods/teaching strategies to share knowledge and skills has a much

better chance of achieving this outcome than any one team member working alone.

The checklist indicators can be used by team members individually or together to determine if they are using a variety of opportunities, both formal and informal, to focus on growing and learning together.

Practitioner: ___________________________________________________________

Date: _______________________________

Seldom or Never

Some of the Time

As Often As I Can

Most of the Time

(O-25%)

(25-50%)

(50-75%)

(75-100%)

1. Willingly share/receive knowledge, skills, and expertise with/from other team members



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2. Offer one another support, guidance, and helpful feedback that are honest, respectful, and supportive

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3. Provide/participate in authentic learning experiences ( e.g., practicing, taking risks, making mistakes, trying out new ideas without judgment)

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4. Use a variety of methods for presenting new information to one another (e.g., discussions, group problem solving activities, visuals, handouts, case studies)



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5. Use facilitation, consultation, mentoring, and coaching practices for working with one another

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6. Participate fully in scheduled team activities by being prepared, arriving on time, and remaining engaged throughout the activities

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8. Recognize and allow time needed to master new ideas with practice, reflection, and continued support from others

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9. Participate in interagency/community/ professional organization opportunities to increase knowledge and awareness of resources to meet family and child needs

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Please indicate which practice characteristics you were able to use as a member of a team:

7.

Keep an open mind when considering new concepts/ideas and work together to understand (or explain) the “why” and “application” (what’s in it for me) behind new learnings

The DEC Recommended Practices are available at http://www.dec-sped.org/recommendedpractices Access this checklist and other ECTA Center products at http://www.ectacenter.org/decrp/ Copyright © 2015 Early Childhood Technical Assistance Center

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FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

Notes

COLLABORATING TO MAKE A DIFFERENCE

TOGETHER We Make a Difference!

What We Offer…

Outreach Parent Liaisons provide: Phone support Support at IEP’s Information & Resources

Monthly

Newsletters: PIC’s-N-Pieces Quarterly, Hard copy PIC eNews (K-12) Monthly Thoughts for Tots eNews (Birth-5 ) Handbooks & other publications: Parents Rights on IDEA Baby Steps: Infant & Toddler Services (Part C) Disability brochures (in English & Spanish)

Online Trainings on: IEPs, Procedural Safeguards & Related topics

Regional Workshops/Trainings

Annual Parent Conference &

Who We Are...

Founded in 1991 as a non-profit 501 c 3 organization, Parents Helping Parents of WY, Inc. (PHP), was created by parents of children with disabilities to help other parents and families facing similar challenges.

As a project of PHP, the Parent Information Center (PIC) provides information, training and support to families of children with disabilities, and those who work with them, while supporting youth to be stronger selfadvocates.

PIC's services are available at no cost to families of children, from birth to 26 years old, with any type of disability or special health care need. We are funded by individual donations, foundations, and other state and federal grants.

How to Reach Us...

(307) 684-2277 1-800-660-9742 (in WY) info@wpic.org Go to www.wpic.org for more info, or Find us on facebook: www.facebook.com/ ParentsHelpingParentsofWyoming/

From Parents...

“(PIC) provided me with my rights ... and pointed me in the right direction as to where to start and how to communicate my concerns with the school district.”

“I have learned to understand IDEA, and more about advocating for my son in the school setting and so much more because of the support and training I have gotten from PIC...

“I have often reached out to PIC for help understanding the IEP process...and PIC staff has been willing to talk at any time.”

“I feel confident and able to handle future IEP situations thanks to my (PIC) advocate!”

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FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

ONLINE RESOURCES Federal Regulations IDEA Part C: https://sites.ed.gov/idea/regs/c IDEA Part B: https://sites.ed.gov/idea/statuteregulations/ Head Start Act: https://eclkc.ohs.acf.hhs.gov/policy/head-start-act Head Start Program Performance Standards: https://eclkc.ohs.acf.hhs.gov/policy/45-cfrchap-xiii

National Resources Early Childhood Technical Assistance Center (ECTA) www.ectacenter.org/

Division for Early Childhood of the Council for Exceptional Children http://www.dec-sped.org/

Early Childhood Learning and Knowledge Center’s Children with Disabilities https://eclkc.ohs.acf.hhs.gov/childrendisabilities

Wyoming Early Hearing Detection and Intervention www.wyomingehdi.org/about/

In-State Resources Wyoming Early Intervention and Education Program: www.health.wyo.gov/behavioralhealth/earlyintervention-education-program-eiep/

Wyoming Community Service Providers www.wyomingcsp.org/

Parent Information Center www.wpic.org/

Wyoming Department of Health, Children’s Special Health Program www.health.wyo.gov/publichealth/mch/ index-4/

Wyoming Institute for Disabilities www.uwyo.edu/wind/

Wyoming Down Syndrome Association www.wydsa.org

Child Development Services of Wyoming www.cdswy.org

Wyoming Families for Hands and Voices www.wyhandsandvoices.org/

Wyoming Department of Education, Individual Learning Unit www.edu.wyoming.gov/in-the-classroom/ special-programs/dispute-resolution/

Wyoming Governor’s Council on Developmental Disabilities http://wgcdd.wyo.gov/

Protection & Advocacy wypanda.com

Wyoming Vision Collaborative www.uwyo.edu/wind/vision/

Wyoming Advisory Panel for Students with Disabilities (WAPSD) www.edu.wyoming.gov/in-the-classroom/ special-programs/wapsd/

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FOSTERING PARTNERSHIPS WITH WYOMING HEAD STARTS & CHILD DEVELOPMENT CENTERS

ADDITIONAL INFORMATION Available from:

The Department of Health’s Early Intervention and Education Program Unit: 307-777-6972

Wyoming

Head Start Association

The Wyoming Head Start Collaboration Office: 307-777-2892

Head Start

Collaboration Office