(Revised: 11/1/07)
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Performance Standard |
Implementation Activities / Strategies |
Timeline |
Individuals Responsible and or participating |
Monitoring standard/ Documentation |
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1308.4 (a) A Head Start grantee or delegate agency, if appropriate, must develop a disabilities services plan providing strategies for meeting the special needs of children with disabilities and their parents. |
The department will develop a plan to identify and provide for a free appropriate public education and support services to preschool children with disabilities and their families. |
Annually |
Program Manager Disabilities Coordinator Health Coordinator Psychologist Other Content Area Experts |
Disabilities Service Plan Annual Review PRISM |
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1308.4(b) The plan must be updated annually. |
The plan will be evaluated and updated annually with input from the Policy Council’s Disabilities Committee. |
Annually |
Program Manager Disabilities Coordinator Health Coordinator Speech Pathologist Policy Council Disabilities Comm. |
Disabilities Services Plan Sign In Sheets Agendas |
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1308.4(c) The plan must include provisions for children with disabilities to be included in the full range of activities and services normally provided to all Head Start children and provisions for any modifications necessary to meet the special needs of the children with disabilities. |
Children with disabilities will participate in a full inclusion program with typically developing peers. Additional assistance, support, and materials will be provided as needed.
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On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Behavior Health Specialist Site Staff Teacher Parents or Guardians Community Agencies |
Disabilities Services Plan Classroom Curriculum Child Individual Plan Progress Summary Report Individual Education Plan (IEP) Lesson Plans
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1308.4 (d) A Head Start grantee or delegate agency must use the disabilities services plan as a working document, which guides all aspects of the agency’s effort to serve children with disabilities. This plan must take into account the needs of the children for small group activities, for modifications of large group activities and for any individual special help. |
All children enrolled including children with disabilities will participate in the daily routine. Staff will modify the curriculum and make environmental adaptations in order to include children with disabilities in the classroom. They will use activities that are age and developmentally appropriate for children that are developmentally challenged. Strategies may include breaking down tasks into smaller teaching steps, adult modeling, as well as verbally and physically guiding the children through tasks, until the children have mastered the tasks. In PSD individualization is a standard procedure that is used with all children to maximize children’s mastering of skills in the program. |
On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Site Staff Parents or Guardians Community Agencies |
Classroom Curriculum Progress Summary Report IEP Disabilities Services Plan Services Activity Documentation Sheet (SAD) |
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1308.4(e) The grantee or delegate must designate a coordinator of services for children with disabilities (disabilities coordinator) and arrange for preparation of the disabilities service plan and of the grantee application budget line items for services for children with disabilities. The grantee or delegate must ensure that all relevant coordinators, other staff and parents are consulted.
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The Disabilities Coordinator will consult with other program staff, community agencies and the child’s parent or guardian to meet the individualized needs of the child. PSD refers children to agencies such as the LEAs, Regional Centers, Start, California Children’s Services, The Elks, First Relationships, Para Los Niiños, Family Connections, etc.
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On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Site Staff Parents or Guardians Community Agencies |
Individual case documentation sheets Progress Summary Report IEP Disabilities Services Plan Genesis |
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1308.4(f) (f) The disabilities service plan must contain: (1) Procedures for timely screening; (2) Procedures for making referrals to the LEA for evaluation to determine whether there is a need for special education and related services for a child, as early as the child’s third birthday; (3) Assurance of accessibility of facilities; and (4) Plan to provide appropriate special furniture, equipment and materials if needed. |
Site staff will complete the health and developmental screenings after the child is enrolled. Screenings will be used to identify children needing further assessment. Screenings will occur 45 days after enrollment.
Health, developmental screenings and teachers’ ongoing assessments (anecdotal notes) will be combined with parental information to determine the need for a referral.
Buildings and facilities will be accessible to all individuals with disabilities including children, parents, and staff. PSD strives to make all buildings ADA ready for enrollment. If for some reason this cannot happen, the family will be offered the closest site to their home that is ADA ready.
Special furniture and materials will be provided to support the full inclusion classroom when requested. |
Within 45 days of enrollment
On-going
On-going
On-going
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Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Behavior Health Specialist Site Staff Parents or Guardians Community Agencies |
Children’s health screenings Growth charts Acuscreen Speech screens Referrals IEP Home visits Genesis |
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1308.4(g) The plan, when appropriate, must address strategies for the transition of children into Head Start from infant/ toddler programs (0-3year), as well as the transition from Head Start into the next placement. The plan must include preparation of staff and parents for the entry of children with severe disabilities into the Head Start program.
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Children can start transitioning into Head Start as early as 2.6 years by sending diagnostic information to Head Start from Early Start programs. Transition meetings may include a representative from the Disabilities Services Unit as requested by the child’s parent and the community agency. The Disabilities Coordinator or other Head Start staff will conduct a pre-enrollment meeting and provide accommodations as necessary. The LEAs will hold an exit meeting at the end of the year to review the child’s program or exit the child from the program. Transition training into Kindergarten will be held in March of 2008. |
On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Eligibility Workers FCP Generalist Parents or Guardians Community Agencies |
Individual case documentation sheets Genesis & SAD |
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1308.4 (h) The grantee or delegate agency must arrange or provide special education and related services necessary to foster the maximum development of each child’s potential and to facilitate participation in the regular Head Start program unless the services are being provided by the LEA or other agency. |
The grantee will arrange for special education and related services when necessary .Any children with a suspected delay will be referred to the LEAs for further evaluations. When the LEA cannot provide the service requested in the IEP directly or through contractual services, and the child qualifies for the service according to CFR 1308, Head Start will be responsible for providing the service. |
On-going |
Program Manager Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Parents or Guardians Community Agencies |
Referral logs Genesis & SAD IEP |
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1308.4(i) The disabilities services plan must include options to meet the needs and take into consideration the strengths of each child based upon the IEP so that a continuum of services available from various agencies is considered |
The Disabilities Services Unit will evaluate the child’s case to determine the services needed to support the individual needs of the child. Community services will be used to help accomplish this goal. |
On-going |
Program Manager Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Parents or Guardians Community Agencies |
Referrals Genesis & SAD IEP |
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1308.4(j) The options may include: (1) Joint placement of children with other agencies; (2) Shared provision of services with other agencies; (3) Shared personnel to supervise special education services, when necessary to meet state requirement on qualifications; (4) Administrative accommodations such as having two children share one enrollment slot when each child’s IEP calls for part-time service because of their individual needs; and (5) Any other strategies to be used to insure that special needs are met. These may include: (i) Increased staff; (ii) Use of volunteers; and (iii) Use of supervised students in such fields as child development, special education, and child psychology, various therapies and family services to assist the staff. |
Children may be eligible for dual enrollment with partnering community agencies.
Dual modified schedules may allow for the sharing of a single slot if determined in the IEP meeting.
Community agencies when available, or PSD staff may be used to assist with the individual child’s additional needs.
The Disability Coordinator and other support staff collaborate to accommodate the individual needs of children with disabilities.
Volunteers are used as a third person in the classroom of a child with a disability when available.
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On-going |
Program Manager Disabilities Coordinator Health coordinator Speech Pathologist Support Staff Parents or Guardians Community Agencies |
Incoming referrals log Certified list Classroom lesson plans CIP IEP Genesis & SAD |
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1308.4(k) The grantee must ensure that the disabilities service plan addresses grantee effort to meet State standards for personnel serving children with disabilities by the 1994-95 program year. Special education and related services must be provided by or under the supervision of personnel meeting State qualifications by the 1994-95 program year. |
All Head Start employees will meet the minimum State standards. The Disabilities Services Unit will work in partnership with the other PSD staff to collaborate concerning on ongoing staff training, in order to maintain updated knowledge of the inclusive classroom, special techniques and equipment. The Disabilities Services Unit will provide ongoing training on the identification, and referral process of children with suspected disabilities. Community agencies and parents or guardians are invited to assist in the training of staff on a child’s specific disabilities. |
On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Behavior Health Specialist Site Staff Parents or Guardians Community Agencies |
Monthly Calendar
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1308.4(l) (l) The disabilities services plan must include commitment to specific efforts to develop interagency agreements with the LEAs and other agencies within the grantee’s service area. If no agreement can be reached, the grantee must document its efforts and inform the Regional Office. The agreements must address: (1) Head Start participation in the public agency’s Child Find Plan under Part B of IDEA; (2) Joint Training of staff and parents; (3) Procedures for referral for evaluations, IEP meetings and placement decisions; (4) Transition; (5) Resource sharing; (6) Head Start commitment to provide the number of children receiving services under IEPs |
Memorandums of Uunderstanding (MOUs) will be reviewed and /or revised on an annual basis.
Partnership agreements are established with the LEAs that outline procedures which maintain a continuum of reciprocal services, including procedures for referral, invitations to IEP meetings, placement decisions, procedures for transitioning children and sharing resources. |
On-going |
Preschool Services Department Community Agencies Disabilities Coordinator Health Coordinator Speech Pathologist
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Memorandum of Understanding (MOU’s) |
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1308.4(m) The Disabilities Services Manager must work with the director in planning and budgeting of grantee funds to assure that the special needs identified in the IEP are fully met; that children most in need of an integrated placement and of special assistance are served; and that the grantee maintains the level of fiscal support to children with disabilities consistent with the Congressional mandate to meet their special needs. |
Yearly budgeting expenses will reflect costs for classroom materials or equipment that will enhance the mainstreaming environment for children with disabilities |
Annually |
Disabilities Services Manager Fiscal Manager Disabilities Coordinator
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Disabilities Service Plan Preschool Services Department Annual Budget |
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1308.4(n) The grant application budget form and supplement submitted with applications for funding must reflect requests for adequate resources to implement the objectives and activities in the disabilities services plan and fulfill the requirements of these. |
The grant application budget form and supplement will reflect community agencies such as Inland Regional Center and Local Education Agencies that can provide children and families information or resources for their child with a disability. |
Annually |
Program Manager Disabilities Coordinator |
Grant Application |
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1308.4(o) The budget request included in the application for funding must address the implementation of the disabilities service plan. |
The PSD budget has a line item for Disability and Special Services. The item includes books, videos, equipment, classroom supplies, program supplies, parent activity, general supplies, and trainings. |
Annually |
Program Manager Disabilities Coordinator |
Budget to Actual Expense Report |
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1308.5 Recruitment and enrollment of children with disabilities. (a) The grantee or delegate agency outreach and recruitment activities must incorporate specific actions to actively locate and recruit Children with disabilities. |
Children with disabilities will be recruited from Early Start programs, hospitals, clinics, school districts, parent support group meetings, Inland Regional Centers, personal calls and or brochures and referral forms that are sent to them or left at agencies serving children with disabilities. |
On-going |
Disabilities Unit Family Community Partnership Staff Generalist (FCP) |
Documentation Information Form (DIF) Disability Recruitment Log Referrals Log Sign-in sheets from presentations |
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1308.5(b) (b) A grantee must insure that staff engaged in recruitment and enrollment of children are knowledgeable about the provisions of 45CFR Part 84, Nondiscrimination on the Basis of Disability in Programs and Activities Receiving or Benefiting from Federal Financial Assistance, and of the Americans with Disabilities Act of 1990, (42 U.S.C. 12101). |
Staff is continuously made aware that it is a guiding principle of the Preschool Services Department that no child is denied enrollment due to a disability and every child is entitled to the same educational opportunities. |
On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Behavior Health Specialist FCP Generalist Site Staff
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Educational Workshops New Staff Orientation Class List |
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1308. 5 (c) (c) A grantee must not deny placement on the basis of a disability or its severity to any child when (1) The parents wish to enroll the child, (2) The child meets the Head Start age and income eligibility criteria, (3) Head Start is an appropriate placement according to the child's IEP, and (4) The program has space to enroll more children, even though the program has made ten percent of its enrollment opportunities available to children with disabilities. In that case children who have a disability and non-disabled children would compete for the available enrollment opportunities. |
All agencies, including Head Start, who receive federal funds, may not deny enrollment due to a disability if Head Start is an appropriate placement according to the child’s Individual Education Plan and parents wish to enroll their child. The child must meet the Head Start age and income eligibility criteria. If these criteria are met, the child will then be put on a class list or site waiting list based on availability. Children with disabilities will be given priority enrollment until the quota is met. The children with disabilities and non-disabled children will compete for the same slot after the quota is met. |
On-going |
Program Manager Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Parents or Guardians Community Agencies |
Resource lists Parent support groups Recruitment log Referrals Log Enrollment Applications Class List Waiting List Certified Disability List Medical History Profile (MHP) IEP
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1308.5 (d) (d) The grantee must access resources and plan for placement options, such as dual placement options, use of resource staff and training so that a child with a disability for whom Head Start is an appropriate placement according to the IEP is not denied enrollment because of: (1) Staff attitudes and/or apprehensions; (2) Inaccessibility of facilities; (3) Need to access additional resources to serve a specific child; (4) Unfamiliarity with a disabling condition or special equipment, as a prosthesis; and (5) Need for personalized special services such as feeding, suctioning, and assistance with toileting, including catheterization, diapering, and toilet training. |
PSD will collaborate with other agencies and staff within Head Start to provide quality comprehensive services to children and families. To ease staff’s apprehensions and to help prevent negative attitudes, pre-enrollment meetings will be held to give staff first hand information about the child’s development, special equipment, special services and the child’s diagnosed condition when needed. PSD strives to make as many sites ADA accessible as funds are available yearly. |
On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff FCP Generalist Head Start Psychologist Site Staff Community Agencies |
Educational Training Memorandum of Understanding (MOU) Genesis & SAD IEP
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1308.5 (e) (e) The same policies governing Head Start program eligibility for other children, such as priority for those most in need of services, apply to children with disabilities. Grantees also must take the following factors into account when planning enrollment procedures. (1) The number of children with disabilities in the Head Start service area, including types of disabilities and their severity. (2) The services and resources provided by other agencies; and (3) State laws regarding immunization of preschool children.
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The same eligibility criteria governing children without disabilities will apply to children with disabilities, however, 10% of enrollment slots will be for children with disabilities. |
On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff FCP Unit Program Supervisors Community Agencies Parents or Guardians |
Certification log IEP Referrals Monthly Disability Certification Reports |
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1308.5 (f) (f) The recruitment effort of a Head Start grantee must include recruiting children who have severe disabilities, including children who have been previously identified as having disabilities. |
In order to qualify as a child with a disability in Head Start, the child must be evaluated and have one or more of the following diagnoses: Autism, Deafness/Blindness, Hearing, Speech/Language, Orthopedic, Visual, Traumatic brain injury, Developmental Delays, etc. Previously diagnosed & severe children will be included in these categories. |
On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Program Supervisors Community Agencies Parents or Guardians |
Disabilities Recruitment Log Referrals IEP |
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1308.6 Assessment of children. (a) The disabilities coordinator must be involved with other program staff throughout the full process of assessment of children, which has three steps: (1) All children enrolled in Head Start are screened as the first step in the assessment process. (2) Staff also carry out on-going developmental assessment for all enrolled children throughout the year to determine progress and to plan program activities: (3) Only those children who need further specialized assessment to determine whether they have a disability and may require special education and related services proceed to the next step, evaluation. The disabilities coordinator has primary responsibility for this third step, evaluation, only.
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Children will be screened within 45 days of enrollment. The process will be started at the time of enrollment. Staff will conduct formal and informal assessments throughout the year to measure progress and individualize for children. Children who appear to be at risk for delays will be referred to the appropriate agencies for a complete evaluation. |
On-going |
Teachers FCP Generalist Community Agencies Medical professionals Disabilities Coordinator Health Coordinator Speech Pathologist |
Doctors Physical Vision Screen\ Dental Screen Acuscreen Speech Screen Genesis & SAD
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1308.6 © (1) Staff must inform parents of the types and purposes of the screening well in advance of the screening, the results of these screenings and the purposes and results of any subsequent evaluations.
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The screening process is explained and consent forms are signed at the time of enrollment. |
On-going |
FCP Generalist Teacher
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Screening Consent form
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1308.6 (d) (d) Developmental assessment, the second step, is the collection of information on each child’s functioning in these area: gross and fine motor skills, perceptual discrimination, cognition, attention skills, self-help, social and receptive skills and expressive language. |
When the screening results, and outcomes of formal and informal assessment indicate that a child may be at risk for having a disability, the child is referred promptly for an evaluation. |
On-going |
Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Behavior Health Specialist Teachers Site Supervisor Area Coordinators Parents or Guardians
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Doctors Physical Vision Screen Dental Screen Acuscreen Speech Screen Genesis & SAD Referrals |
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1308.7 Eligibility criteria: Health impairment. (a) A child is classified as health impaired who has limited strength, vitality or alertness due to a chronic or acute health problem, which adversely effects learning. (b) At intake, information gathered may initiate a referral to the Disabilities Unit. |
Medical provider’s reports and evaluations as well as classroom observations will be used in determining if a child can be classified with a health impairment.
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On-going |
Disabilities Coordinator Health Coordinator Medical providers FCP Generalists
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Categorical Diagnoses (CD) Doctor’s Evaluations Certified files Genesis & SAD Referrals |
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1308.7 (d) A child may be classified as having attention deficit disorder under this category who has chronic and pervasive developmentally inappropriate attention, hyperactivity or impulsivity. To be considered a disorder, this behavior must affect the child’s functioning severely.
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Medical provider’s evaluations, reports from the psychologist as well as classroom observations, will be used to determine if a child can be classified with attention deficit disorder. |
On-going |
Program Manager and/or Psychologist Disabilities Coordinator Health Coordinator Speech Pathologist Support Staff Behavior Health Specialist Teachers Medical Providers
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IEP Categorical Diagnoses (CD’s) Doctor’s reports Doctor’s Evaluations Certified files Support Services Staff Observation Behavior Health Specialist Observation
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1308.8 Eligibility criteria: Emotional/behavioral Disorders. a) An emotional/behavioral disorder is a condition in which a child’s behavioral or emotional responses are so different from those of the generally accepted, age-appropriate norms of children with the same ethnic or cultural background as to result in significant impairment in social relationships, self-care, educational progress or classroom behavior.
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ASQ screening, observations, and input from the parent and teachers will be utilized to determine if a child needs additional help. If additional help is needed the child will be referred to Mental Health. |
On-going
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Disabilities Unit Behavior Health Specialist FCP Generalists Medical Professionals Disabilities Coordinator Support Staff Speech Pathologist Head Start Psychologist |
Categorical Diagnoses (CD) Doctor’s Reports Certified files Support Services Staff Observation Behavior Health Specialist Observation ASQ Scored |
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1308.9 Eligibility criteria: Speech or language impairments. (a) A speech or language impairment means a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment, which adversely affects a child’s learning. |
Parent and teacher input, screenings and observations will be used to assess a child’s speech and language development. If parents and teachers determine that there may be a speech/language deficit, the child will be referred for an evaluation. |
On-going |
Teacher Speech Pathologist Site Staff LEA’s |
Speech referrals Speech Referral Log IEP |
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1308.10 Eligibility criteria: Mental retardation. (a) A child is classified mentally retarded who exhibits significantly sub-average intellectual functioning and exhibits significantly sub-average intellectual functioning and exhibits deficits in adaptive behavior which adversely affect learning |
If the health screenings, developmental screens and information from the parent indicate that the child may be developmentally delayed, the child will be referred for a complete evaluation. |
On-going |
Disabilities Coordinator Behavior Health Specialist FCP Generalist Medical Professionals Parent or Guardian Support Staff |
Categorical Diagnoses Doctor’s reports Certified files Genesis & SAD Referrals
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1308.11 Eligibility criteria: Hearing impairment, including deafness. (a) A child is classified as deaf if a hearing impairment exists which is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and learning is affected. |
After health and developmental screenings have been completed and a child is suspected of having a hearing impairment, the child will be referred to an audiologist for an evaluation. If needed, the child will be referred to the local education agency for further speech/language testing. |
On-going |
Health Coordinator Behavior Health Specialists Medical Professionals Parent or Guardian Speech Pathologist Support Staff |
Categorical Diagnoses Doctor’s Reports Certified files Genesis & SAD Referrals |
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1308.12 Eligibility criteria: Orthopedic impairment. (a) A child is classified as having an orthopedic impairment if the condition is severe enough to adversely affect the child’s learning. |
The health screens, developmental screens, physical and MHP will be reviewed for all children. If the information gathered from the review suggests that the child may have an orthopedic problem, the child will be referred to CCS or the child’s doctor for an evaluation.
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On-going |
Health Coordinator Behavior Health Specialist Medical Professionals Parent or Guardian Support Staff
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Categorical Diagnoses (CD) Doctor’s reports Certified files Genesis & SAD Referrals |
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1308.13 Eligibility criteria: Visual impairment including blindness. (a) A child is classified as visually impaired when visual impairment, with correction, adversely affects a child’s learning. |
After health and vision screenings have been completed and a child is suspected of having a problem seeing, a referral will be made to the appropriate professional for further diagnostic testing. |
On-going |
Health Coordinator Behavior Health Specialist Medical Professionals Parent or Guardian Support Staff |
Categorical Diagnoses (CD) Doctor’s reports Certified files Genesis & SAD Referrals |
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1308.14 Eligibility criteria: Learning disabilities (a) A child is classified as having a learning disability who has a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak or, for preschool age children, acquire the precursor skills for reading, writing, spelling or doing mathematical calculations.
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After health screens, developmental screenings, and parent input has been discussed and a child is suspected of having a learning disability, a referral will be made to the appropriate local education agency for further diagnostic testing. |
On-going |
Disabilities Coordinator Behavior Health Coordinator FCP Generalist Medical Professionals Parent or Guardian Speech Pathologist Support staff |
Categorical Diagnoses (CD)’Doctor’s reports Certified files Genesis & SAD Referrals |
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1308.15 Eligibility criteria: Autism (a) A child is classified as having autism when the child has a developmental disability that significantly affects verbal and non-verbal communication and social interaction, that is generally evident before the age of three and that adversely affects educational performance. |
After health screens, teacher observations and a discussion with the parents indicate that the child may be displaying characteristics of having autism, a referral will be made to the local education agency for further diagnostic testing. |
On-going |
Disabilities Coordinator Health Coordinator Behavior Health Specialist FCP Generalist Medical Professionals Parent or Guardian Support Staff |
Categorical Diagnoses Doctor’ reports Certified files Genesis & SAD Referrals |
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1308.16 Eligibility criteria: Traumatic brain injury. (a) A child is classified as having traumatic brain injury whose brain injuries are caused by an external physical source, or by an internal occurrence such as stroke or aneurysm, with resulting impairments that adversely affects educational performance. |
After collaborating with the professionals who diagnosed the child, PSD will plan a program tailored to the child’s needs. |
On-going |
Disabilities Coordinator Behavior Health Coordinator FCP Staff Medical Professionals Parent or Guardian Health Coordinator Support Staff |
Categorical Diagnoses Doctor’s reports Certified files SAD Referrals |
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1308.17 Eligibility criteria: Other impairments (a) The purposes of this classification, “other impairments,” are” (1) To further coordination with LEA’s and reduce problems of record keeping. (2) To assist parents in making the transition from Head Start to other placements; and (3) To assure that no child enrolled in Head Start is denied services, which would be available to other preschool children who are considered to have disabilities in their state. |
All children in the program receive a standardized development screen and a comprehensive physical exam. Children whose screens indicate problem areas are referred for further assessment and diagnosis. |
Within 45 days of enrollment. |
Disabilities Coordinator Health Coordinator Teachers FCP Generalist Community Agencies Parent or Guardian
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Referral form Health Screens Genesis & SAD
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1308.18 Disabilities/health services coordination. (a) The grantee must ensure that the disabilities coordinator and the health coordinator work closely together in the assessment process and follow up to assure that the special needs of each child with disabilities are met. |
The Disabilities Coordinator and Health Coordinator will maintain close communication. They will meet weekly, review files and work closely to assure that assessment and follow-up of any child who shows areas of concern occurs. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff FCP Generalist Parent or Guardian |
Health Tracking Sheets Genesis & SAD Service Delivery Team Meeting |
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1308.18 (b) The grantee must ensure coordination between the disabilities coordinator and the staff person responsible for the mental health component to help teachers identify children who show signs of problems such as possible serious depression, withdrawal, anxiety or abuse.
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The Disabilities Coordinator and Behavior Health Specialists will meet weekly, to discuss referrals, and will maintain close communication to assure that the assessment and follow-up, of any child who shows areas of concerns is referred. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Behavior Health Specialist Classroom Staff FCP Generalist Parent or Guardian |
Anecdotal notes Mental Health Plan Service Delivery Team Meetings
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1308.18 © & (d) © Each Head Start director or designee must supervise the administration of all medications, including prescription and over-the-counter drugs, to children with disabilities in accordance with State Requirements. |
Arrangements will be made with the parents and child’s physician to schedule the administration of medication.
A doctor’s instruction and parental consent must be obtained prior to dispensing any medication.
All medication administered will be logged.
All medication will be properly stored, locked and out of reach of children.
Staff will receive training on the purpose and potential side effects.
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On-going |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian |
Medication sheet Medication Log Training Agenda Genesis & SAD |
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1308.19 Developing individualized education programs (IEPs). (a) When Head Start provides for the evaluation, the multidisciplinary evaluation team makes the determination whether the child meets the Head Start eligibility criteria. The multidisciplinary evaluation team must assure that the evaluation finings and recommendations, as well as information from developmental assessment, observation and parent reports, are considered in making the determination whether the child meets Head Start eligibility criteria. |
A trained, licensed professional will make the determination whether a child meets Head Start eligibility criteria for children with disabilities.
In determining eligibility, the developmental assessment, teacher observation, parent input and recommendations from a professional who administered the assessment will be considered. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian Program Manager Speech Pathologist Local Education Agencies Community Health Provider |
Health Screening Developmental Screening Assessment/Evaluation Results |
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1308.19(b) Every child receiving services in Head Start who has been evaluated and found to have a disability and in need of special education must have an IEP before special education and related services are provided to ensure that comprehensive information is used to develop the child’s program. |
When an IEP meeting is held for a child with a disability, the following will be discussed: Goals and objectives for the child, method to evaluate the goals, services/who will be responsible for giving the services, and time lines for the delivery of services. Information about the child’s developmental level will also be discussed. Parents are encouraged to share information about their child at the meeting. |
30 days after certification and/or enrollment |
Disabilities Coordinator Health Coordinator Support Staff Classroom staff Parent or Guardian |
Genesis & SAD Case Management Plan |
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1308.19© When the LEA develops the IEP, a representative from Head Start must attempt to participate in the IEP meeting and placement decision for any child meeting Head Start eligibility requirements. |
When the LEA holds an IEP meeting, a representative will attempt to participate in the meeting. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian |
IEP Genesis & SAD Meeting Notification |
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1308.19 (d) If Head Start develops the IEP, the IEP must take into account the child’s unique needs, strengths, developmental Potential and the family strengths and circumstances as well as the child’s disabilities. .
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When the IEP is developed by Head Start, the child’s strengths, developmental potential and the family strengths and circumstances as well as the child’s disability will be considered. The Head Start psychologist will be responsible for leaving diagnostic information at the site at the IEP meeting that she convenes. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian |
IEP Genesis & SAD Meeting Notification |
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1308.19(e) The IEP must include: (1) A statement of the child’s present level of functioning in the social-emotional, motor, communication, self-help, and cognitive areas of development, and the identification of needs in those areas requiring specific programming. (2) A statement of annual goals, including short-terms objectives for meeting these goals. (3) A statement of services to be provided by each Head Start component that are in addition to those services provided for Head Start children, including transition services. (4) A statement of the specific special education services to be provided to the child and those related services necessary for the child to participate in a Head Start program. This includes services provided by other agencies and non-Head Start professionals. (5) The identification of the personnel responsible for the planning and supervision of services and for the delivery of services. (6) The projected dates for initiation of services and the anticipated duration of services. (7) A statement of objective criteria and evaluation procedures for determining at least annually whether the short-term objectives are being achieved or need to be revised. (8) Family goals and objectives related to the child’s disabilities when they are essential to the child’s progress. |
The IEP will include those items listed in 1308.19 (e). |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian
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IEP Genesis & SAD
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1308.19 (f) When Head Start develops the IEP, the team must include: (1) The Head Start disabilities coordinator or a representative who is qualified to provide or supervise (2) The child’s teacher or home visitor; (3) One of both of the child’s parents or guardians; and (4) At least one of the professional members of the multidisciplinary team which evaluated the child. |
When Head Start develops the IEP, the team members will include the Disabilities Coordinator or a representative, the child’s teacher and the child’s parents(s) or guardian(s). |
On-going
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Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian |
IEP Genesis & SAD |
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1308.19 (g) (g) An LEA representative must be invited in writing if Head Start is initiating the request for a meeting. |
The School District will be invited to the IEP via a written invitation. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Parent or Guardian |
IEP Genesis & SAD Meeting Notification |
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1308.20(h) The grantee may also invite other individuals at the request of the parents and other individuals at the discretion of the Head Start program, including those component staff particularly involved due to the nature of the child’s disability. |
Parents may request other individuals to be included in the IEP meeting. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Parent or Guardian |
IEP Genesis & SAD Meeting Notification |
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1308.20(i) (I) A Meeting must be held at a time convenient for the parents and staff to develop the IEP within 30 calendar days of a determination that the child needs special education and relate services. Services must begin a soon as possible after the development of the IEP. |
The IEP meeting will be held within 30 calendar days of determination that the child needs specialized services. The meeting will be held at the most convenient time and location for the parents and staff. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian |
IEP Genesis & SAD Meeting Notification |
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1308.19 (j) (j) Grantees and their delegates must make vigorous efforts to involve parents in the IEP process.
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Every effort will be made to involve the parents in the IEP process, This includes: A written notification and verbal reminder of the meeting. Educating the parents about the meeting and giving resources regarding IEP training and advocacy will be provided. Providing an interpreter in the parent’s language and translating the IEP in their language will be provided if requested. Every effort to hold the IEP with the parent(s) present will be made. Only after repeated attempts to hold the meeting are not successful will the meeting be held without the parent(s). If the parent(s) are not present at the meeting, the IEP will be reviewed with the parent(s). |
On-going |
Disabilities Coordinator Disabilities Health Coordinator Support Staff Classroom Staff Parent or Guardian |
IEP Genesis & SAD Meeting Notification |
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1308.19(k) Grantees must initiate the implementation of the IEP as soon as possible after the IEP meeting by modifying the child’s program in accordance with the IEP and arranging for the provision of related services. If a child enters Head Start with an IEP completed within two months prior to entry, services must begin within the first two weeks of program attendance. |
Every effort to implement the IEP as soon as possible following the IEP meeting will be made.
If a child enters with an IEP completed prior to entry, the provider will strive to begin the services within two weeks of program entrance. |
Within two weeks of attendance |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian
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IEP Genesis & SAD |
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1308.20 Nutrition services (a) The disabilities coordinator must work with staff to ensure that provisions to meet special needs are incorporated into the nutrition program. |
The Disabilities Coordinator will work with the Nutrition Specialist to ensure every child’s special needs are met. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Nutrition Specialist Classroom Staff Parent or Guardian |
Nutrition Tracing sheet Genesis & SAD
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1308.20(b) Appropriate professionals, such as physical therapists, speech therapists, occupational therapists, nutritionists or dietitians must be consulted on ways to assist Head Start staff and parents of children with severe disabilities with problems of chewing, swallowing and feeding themselves. |
Professional consultants will be utilized as needed to assist with special situations or challenges requiring expertise with chewing, swallowing and feeding. |
On-Going |
Disabilities Coordinator Health Coordinator Support Staff Nutrition Specialist Behavior Health Specialist Health Specialist Classroom Staff Parent or Guardian |
Tracing Sheets IEP Genesis & SAD |
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1308.20© The plan for services for children with disabilities must include activities to help children with disabilities participate in meal and snack times with classmates. |
Vocabulary, concept building, counting, learning place settings, social skills such as conversation and acceptable manners can be naturally developed during meal or snack time by classroom staff modeling skills in these areas. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Nutrition Specialist Classroom Staff Parent or Guardian |
Classroom Curriculum IEP
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1308.20 (d) The plan for services for children with disabilities must address prevention of disabilities with a nutrition basis.
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If a child has a nutrition-based disability, a plan for prevention will be included in the IEP.
The Disabilities Coordinator will work with the Nutrition Specialist in assisting the family to access nutrition resources. |
On-going |
Disabilities Coordinator Health Coordinator Nutrition Specialist Classroom Staff Parent or Guardian |
IEP Genesis & SAD Nutrition Tracking sheet
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1808.21 Parent participation and transition of children into Head Start and from Head Start to public school. |
Parents will be educated about the value of special early assistance for their child with a disability. Parents will receive information through handouts, training and referrals to community resources.
All staff will assist parents to understand the importance of active participation for their child and its effect on their disability. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian FCP Generalist |
Tracing Sheet Training Agenda Genesis & SAD |
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1308.21 (b) & (c) (b) Grantees must plan to assist parents in the transition of children from Head Start to public school or other placement, beginning early in the program year. © Head Start grantees, in cooperation with the child’s parents, must notify the school of the child’s planned enrollment prior to the date of enrollment. |
A transition meeting, upon request, will be held with the Inland Regional Center, the LEA, and Early Start programs to assist in transitioning the child into Head Start. If the child is transitioning to kindergarten, the parent will be provided any information requested regarding their child. Transition trainings will be offered throughout the county to help facilitate a smooth transition for all parents’ transition from Head Start into kindergarten. |
On-going |
Disabilities Coordinator Health Coordinator Support Staff Classroom Staff Parent or Guardian |
IEP Genesis & SAD |