DISABILITIES SERVICE PLAN

Transcription

1 GREEN HILLS HEAD START PROGRAM DISABILITIES SERVICE PLAN Revised - April 2012 PART 1308 SERVICES FOR CHILDREN WITH DISABILITIES Purpose And Scope Of Disabilities Service Plan (a) The purpose of this plan is to provide assurances: (1) All components of Head Start are appropriately involved in integration of children with disabilities and their parents. (2) Resources will be used efficiently by advance planning and scheduling. (b) The Disabilities Service Plan will be up-dated annually in the Spring to reflect changes which affect service. (c) Children with disabilities will be included in activities and services normally provided to Head Start children with provisions for modification if necessary to meet special needs as specified by the IEP and to meet the 8 domains and 13 required elements/indicators. (d) The Disabilities Service Plan is a working document guiding the agency's effort to take into account the needs of children individually, including modifications of large group activity and small group activity as delineated by the IEP. (e) A Disabilities Coordinator will be responsible for arrangement and preparation of the plan as well as budget line items. The Disabilities Coordinator will consult with relevant coordinators, staff persons, and parents. (f) The Disabilities Service Plan contains procedures for: (1) Timely screening of all children prior to and after attendance. (2) Referrals of children eligible for Head Start as early as three years old to LEA's for evaluation determination for special education and related services based upon instruments used in the screening procedure. (3) Accessibility of facilities and equipment for program services as assured by compliance to relevant federal law. (4) Providing appropriate furniture, equipment, and materials if deemed necessary by the IEP. (g) Contact with infant/toddler programs will be made where appropriate for transition to Head Start. Upon request, transference of Head Start children's records and staff liaison with the next Placement will be initiated annually. Training and preparation will be provided for staff and parents when entry of children with severe disabilities is suggested by the IEP.

2 Page 2 (h) Unless special education and related services are being provided by the LEA or other agencies, this agency must arrange for, provide, or procure these services for children with disabilities. The related services definitions are adapted as referred to in the Performance Standards: (1) Audiology services (2) Physical therapy (3) Occupational therapy (4) Speech or language services (5) Psychological services (6) Transportation (7) Assistive technology services Overall Goal: To foster the special education maximum development of each child's potential to facilitate participation in the Head Start Program. (i) Taking into consideration the strengths of each child, the Disabilities Plan allows for options in services that meet the needs of each child and considers services from various agencies. (j) Options of children's placement may include: (1) Joint placement with other agencies. (2) Shared services. (3) Shared personnel. (4) Administrative accommodations such as one enrollment slot, shared by two part-time attendees. (a) Other strategies as may be needed (b) Volunteers (c) Supervised students (d) Increased staff (k) Special Education and related services will be provided by or under the supervision of personnel meeting state special education qualifications. (l) The program will develop a local memorandum of understanding with agencies which serve enrolled disabilities children. Each memorandum of understanding signed by cooperating agencies assures the following: (1) The program will provide the cooperating agencies with information on suspected eligible children with disabilities. (2) Joint training of staff and parents will be proffered to cooperating agencies. (3) All children with suspected disabilities will be referred to the public schools for evaluation to confirm a disability. Head Start will ask to be a participant in LEA IEP and placement decision meetings involving Head Start children with disabilities. Affected cooperating agencies will be invited to participate in IEP meetings and placement decisions. Affected cooperating agencies will be provided cumulative record data upon transition of the Head Start child. Sharing of resources will be established where permissible by Federal law. The program will provide information to LEA for their child count by December 1, annually on children whom the LEA may not have identified as a child with a disability. Heat Start will make efforts to update agreements annually with affected agencies at the beginning of the school year.

3 Page 3 (m) Children most in need of integrated placement and assistance are supported fiscally for their needs as indicated by obligation of budget funds. (n) Adequate fiscal resource requests will be submitted to implement the disabilities plan and performance standards. (o) The budget request will include allowable expenditures for plan implementation: (1) Salaries - Coordinator, aides (2) Evaluation of children (when refused by a LEA) (3) Related services (4) Service accessibility (5) Transportation (a) Taxis (b) Other agency access (c) Special buses (6) Special Equipment (Purchase/lease (IEP specified) (7) Training/Technical Assistance (a) Travel/expenses (b) Substitute teaching staff (c) Fees/classes (d) Consultant fees (a)(f) - SOCIAL SERVICES The recruitment of children with disabilities, regardless of severity, is carried out in conjunction with regular recruitment procedures. Recruitment procedures enable Central Office staff to request evaluation, diagnosis, and follow-up care information from appropriate health care providers. This will facilitate delivery of special services as soon as possible to the child with a disability. (see Disabilities Plan Appendix) (b) (c)(d) Referrals of children with identified or suspected disabilities to the Head Start project are sought from clinics, county public health departments, school districts, and regional centers that serve children in this area. Field staff receives training for recruitment in the spring. During recruitment training, information regarding 45 CFR part 84, Non-discrimination on the Basis of Handicap Programs and Activities Receiving or Benefiting from Federal Financial Assistance, and the Americans with Disabilities Act of 1990, (42 U.S.C ) is shared with staff engaged in recruitment and enrollment. During March May, news releases are distributed to all area newspapers and radio stations in the Head Start Project (see Appendix). Contacts are made with Green Hills Community Action Agency and Family Support Division to announce recruitment in the nine-county service area. Placement into the program is not denied on the basis of a disability or its severity when: (1) the parents wish to enroll the child, (2) age and income eligibility criteria is met (see Selection Criteria), (3) according to the child's IEP, placement is appropriate, and (4) enrollment slots are available. When enrollment is appropriate according to a child's IEP, the program uses available resources to insure placement is not denied due to staff attitudes and apprehension, inaccessible facilities, need or additional resources, lack of information, or the need for special services.

4 (e) Page 4 Policies governing eligibility to the program apply to children with disabilities (See Selection Criteria). The following items are also taken into account when planning recruitment and enrollment procedures: number of children with disabilities, types of disabilities, available services and resources, and state laws regarding immunization of preschool children HEALTH SERVICES (a) Assessment of children (1) The Disabilities Coordinator assists in assessment. (b) Health and developmental screenings are conducted for all children. Re-screening is provided as needed. (1) All children are screened within 45 calendar days after the Fall term starts, and late enrollees have 45 calendar days for screening completion. (2) The program encourages screenings prior to the start of the Fall term. (3) Program developmental screening utilizes standardized assessment tools along with parental information. Coordination occurs among effected staff. (c) Advance notification and the purpose of screenings are provided to parents. The program or responsible agency provides the results of subsequent evaluations. (d) Information collected through developmental assessment is collected and provided for program planning for children with disabilities, when necessary. Collected information is coordinated with the educational coordinators. (e) (1) Children who are suspected to have disabilities will be referred by the Disabilities Coordinator to the LEA for evaluation. (2) The program is responsible for evaluations where there is refusal by the LEA to evaluate. (a) All testing and evaluation procedures shall be non-discriminatory and shall follow the requirements/procedures as outlined by (e) (i) - (viii). (3) Parental consent in writing must be obtained for a child's initial evaluation. (4) Confidentiality of records is maintained and parents are provided the opportunity to review their child's records. Additional parental permission is required for new evaluations. Explanations of the purpose and results of the evaluation are explained. (5) The multidisciplinary team determines if a child does or does not need special education or related services based upon the evaluation. The results are provided to the Disabilities Coordinator. The team determines the disability and provides recommendations for special education programming. ELIGIBILITY The Green Hills Head Start Program has adopted the ELIGIBILITY CRITERIA for Early Childhood Special Education as formulated by the Missouri Division of Special Education and accessible at All children suspected of handicapped conditions, through the use of screening instruments, will be referred to the public schools to determine eligibility for special education and related services.

5 Page 5 Service to children enrolled in Head Start and identified as eligible for special education by the public schools may continue their Head Start placement as IEP determined. The guidelines of responsibility are incorporated in the Missouri State Plan for Special Education, Missouri Department of Elementary and Secondary Education, When public schools refuse to accept a referral from Head Start for special education evaluation, then Head Start is responsible to follow the guidelines from the respective Federal Registrar/rules for determination of special education and related services and as contained in the Disabilities Plan. The following categorical disability categories are defined in detail in the Performance Standards (45 CFR ) and are incorporated as part of the disabilities plan Other Health Impairments Emotional Disturbances Speech or Language Impairment Intellectual Disability Hearing Impairment Deafness Orthopedic Impairment Visual Impairment including Blindness Specific Learning Disabilities (4/5 year olds) Autism Traumatic Brain Disorder (c) Developmental Delays (d) Multiple Disabilities-Deaf Blind (e) Multiple Disabilities-Excluding Deaf-Blind (a) This program has adopted the State Eligibility Criteria for Developmentally Delayed as recorded in the Missouri State Plan for Special Education, Missouri Department Of Elementary & Secondary Education, Disabilities/Health Services Coordination (a) Medical (b) Mental Health - 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. The Mental Health and Disabilities Coordinators continually coordinate services and communicate regarding children who have special problems or needs. Prior to visits from the consulting psychologist, concentrated efforts are made to identify those children needing extra attention by all coordinators and teaching staff. (c) Medications - Each child's medication needs will be met on an individual basis in accordance with this agency's Medication Policy. Subpart E - EDUCATION SERVICES IEP's (a) When Head Start is responsible for the evaluation, a multidisciplinary evaluation team will make the determination if a child meets the Head Start eligibility criteria (Diagnostic Criteria).

6 Page 6 (b) Children who have been identified as having a disability must have an IEP developed before special education and related services can be provided. (c) Head Start participation is attempted when the LEA conducts the IEP meeting and placement decision for Head Start eligible children. (d) All available comprehensive data will be taken into account concerning the child's needs, circumstances, and family strengths in relation to the child's disabilities. (e) The IEP will include: (1) The current level of the child's functioning in development and the identification of needs requiring remediation. (2) A statement of annual goals and objectives to meet the remediation needs. (3) A statement of services to be provided in addition to the services regularly offered to all enrollees including the transition action to the receiving agency. (4) A statement of specific services to be provided for the child's Head Start participation by Head Start and other agencies. (5) Identification of responsibility of personnel for planning/supervision and delivery of services. (Service delivery may be by consultants.) (6) Dates for initiation and duration of service. (7) An annual determination of short term objective achievement/revision. (8) Family assessment essential to the child's progress. (f) The IEP Team must include: (1) The Disabilities Coordinator (2) The child's Teacher or Home Visitor (3) One/both parents or guardians (4) A professional member of the team who evaluated the child (g) The LEA representative will be invited in writing to attend the Head Start initiated IEP meeting. (h) Head Start may invite other individuals at the request of the parents and others at the discretion of Head Start. (i) The IEP must be developed 30 days after special education determination, with service to begin as soon as possible. (j) Effort must be made to involve parents in the IEP process: (1) Written parent notification of the IEP meeting including purpose, attendees, time and location, in advance for maximum opportunity for parent participation. (2) Provide information which helps parents understand the purpose of the IEP meeting. (3) Provide interpreters if necessary, and offer a signed copy of the IEP to parents. (4) After two documented attempts have been made, the IEP meeting may be held without the parents; however, arrangements for parental signature must be made prior to special education service. NOTE: Head Start has the responsibility for IEP implementation as soon as possible after special education determination. Children with an IEP in place two months prior to enrollment will be served no later than two weeks after program attendance begins.

7 Subpart F - NUTRITION NUTRITION SERVICES Page 7 (a) The Disabilities Coordinator in cooperation with the Nutrition Coordinator and field staff will work together to ensure that provisions are made to meet the special needs of children within the nutrition program. (1) See Child Nutrition Meeting Daily Nutritional Needs of Children, Special Diets, Nutrition Education, Involvement of Parents and Community Agencies. (b) Appropriate professionals (such as physical therapists, speech therapists, occupational therapists, nutritionists or dietitians) will be consulted for advice and direction to assist with children who exhibit problems of chewing, swallowing and feeding themselves. (c) All children are provided food experiences/activities weekly in the centers, and at least once a month in the home base program. See Child Nutrition Special Diets: (1) Nutrition services/development and socialization of children (b). (2) Nutrition Education (d). (d) See Nutrition (1) Nutrition Services: Nutrition Assessment (a) (2) Meeting Daily Nutritional Needs of Children, Special Diets (a)(2). (3) To ensure that nutrition services contribute to the development and socialization of the children (b)(2). (4) Nutrition Education (d) Subpart G - PARENT INVOLVEMENT PARENT PARTICIPATION AND TRANSITION OF CHILDREN (a) (1) When a child applies for enrollment in the program, the parent is provided with information about the program, encouraged to get involved, and supported by staff throughout the process of application, enrollment, health screening, and initial attendance days. (2) During the year, parents are provided with information about child development and specific disabilities through weekly parent pages, special services handouts, parent group meetings, parent-teacher conferences, and home visits. (3) Parents are provided the opportunity to get involved with their child's activities as described in the IEP, such as volunteer in the center, participate in home visits, and assist with home base group sessions. (4) Through the use of weekly parent pages and lesson plan goal sheets that suggest follow-up home activities, parents are encouraged by staff to reinforce program goals. (5) (6) (7) (8) (10) A family needs assessment is conducted annually by the Teacher/FSA or Home Visitor and parent to identify any needs of the family, inform family members

8 Page 8 of available resources (such as SSI, EPSDT, etc.), and refer the family to sources of assistance or peer support. Staff is available to assist the family with their initial efforts to access resources by offering encouragement, strengthening skills, advising of rights, and advocating the needs of the Head Start child and family. (9) Parents are provided information through educational meetings, in-service training, handouts, and consultations with staff and professionals about methods of preventing certain health conditions and disabilities among young children. (b) (c) In cooperation with parents and local public school personnel, Head Start staff assists the transition process by notifying the public school of a child's planned enrollment prior to the actual enrollment date and, upon request, provides information about the child's developmental level and health/immunization history. Throughout the year, activities are introduced to the child and family that are intended to support the child's social independence and future transition to public school.