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CSI Head Start Program

D: DISABILITIES

D-a Performance Standards List

D-i Disabilities Service Area Plan

D-1 Disability Services Written Plan

D-2 Parental Consent for Participation during IEP/IFSP Process

D-3 Speech Screening and Referral

D- 3a EHS 318 DIAL-4 Classroom Profile – 45 Day Mandate/Rescreener

D-4 Parental Consent for Initial Evaluation

D-4a EHS 301 Parental Consent for Initial Evaluation for Special Services

D-5 Individualized Services during Evaluation Process

D-5a Individualized Service Plan

D-6 Parent Rights in Special Education Policy

D-6a EHS 303 Parent Letter

D-6b Parental Rights in Special Education

D-7 Recruitment of Disability Children

D-8 Diagnosed/Suspected Disability

D-8a EHS 302 Provider Letter

D-8b Referral/ Diagnostic Report

D-9 Information Release Request

D-9a EHS 304 Outside Agency Medical Information Letter

D-10 Disabilities File Maintenance

D-11 Monthly Confirmation of Treatment/Progress Report

D-11a EHS 313 Monthly Confirmation of Treatment

D-11b EHS 314 Special Services Progress Report

D-12 Referral to LEA Part B/ BCW Part C Agency

D-13 Refusal of Authorization for Health Services/Special Services

D-14 Individual Health Care Plan

D-15 Transitioning from EHS to HS and/or HS to Kindergarten

D-16 Emergency Evacuation

D-16a EHS 316 Emergency Evacuation for Children with Disabilities.


This information will be incorporated into the overall monitoring systems.

1302.13 Recruitment: In order to reach those most in need of services, a program must

develop and implement a recruitment process designed to actively inform all families

with eligible children within the recruitment area of the availability of program

services, and encourage and assist them in applying for admission to the program. A

program must include specific efforts to actively locate and recruit children with

disabilities and other vulnerable children, including homeless children and children

in foster care.

1302.33

(a)(1)

Screening: In collaboration with each child’s parent and with parental consent, a

program must complete or obtain a current developmental screening to identify

concerns regarding a child’s developmental, behavioral, motor, language, social,

cognitive, and emotional skills.

1302.33

(b)(1)

Assessment for Individualization: A program must conduct standardized and

structured assessments, which may be observation-based or direct, for each child that

provide ongoing information to evaluate the child’s developmental level and progress

in outcomes aligned to the goals described in the Head Start Early Learning Child

Outcomes Framework: Ages Birth to Five. Such assessments must result in usable

information for teachers, home visitors, and parents and be conducted with sufficient

frequency to allow for individualization within the program year.

1302.33

(b)(3)

If warranted from the information gathered from paragraphs (b)(1) and (2) of section

1302.33 and with direct guidance from a mental health or child development

professional and a parent’s consent, a program must refer the child to the local

agency responsible for implementing IDEA for a formal evaluation to assess a

child’s eligibility for services under IDEA as soon as possible.

1302.33

(c)(1)

Screenings and assessments must be valid and reliable for the population and purpose

for which they will be used, including by being conducted by qualified and trained

personnel, and being age, developmentally, culturally and linguistically appropriate,

and appropriate for children with disabilities, as needed.

1302.41 Collaboration and Communication with Parents:

(a) For all activities described in this part, programs must collaborate with parents as

partners in the health and well-being of their children in a linguistically and culturally

appropriate manner and communicate with parents about their child’s health needs and development concerns in a timely and effective manner.

1302.41

(b)(1)

(b)

At a minimum, a program must obtain advance authorization from the parent or other

person with legal authority for all health and developmental procedures administered

through the program or by contract or agreement, and, maintain written documentation if

they refuse to give authorization for health services.

1302.42

(c)(2)

Ongoing Care: A program must implement periodic observations or other appropriate

strategies for program staff and parents to identify any new or recurring developmental,

medical, oral, or mental health concerns

1302.42

(d)(1)

Extended Follow-Up: A program must facilitate further diagnostic testing, evaluation,

treatment, and follow-up plan, as appropriate, by a licensed or certified professional for

each child with a health problem or developmental delay, such as elevated lead levels or

abnormal hearing or vision results that may affect child’s development, learning, or

behavior.

Revised 06-01-2017 Disabilities D-a

http://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/_link




1302.44

(a)(1)

Nutrition Services Requirements: A program must design and implement nutrition

services that are culturally and developmentally appropriate, meet the nutritional needs of

and accommodate the feeding requirements of each child, including children with special

dietary needs and children with disabilities

1302.47

(b)(7)(vi)

Administrative Safety Procedures: Child specific health care needs and food allergies that

include accessible plans of action for emergencies. For food allergies, a program must

also post individual child food allergies prominently where staff can view wherever food

is served.

1302.60

Full Participation in Program: 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.

1302.61 (a)

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.

1302.61 (a) 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.

1302.61 (a)

Programs must ensure all individuals with disabilities are protected from discrimination under and provided with all services and program modifications required by section 504 of the Rehabilitation Act (29 U.S.C. 794), the Americans with Disabilities Act (42 U.S.C. 12101 et seq.), and their implementing regulations.

1302.61 (b)

Services During IDEA eligibility Determination: While the local agency responsible for implementing IDEA determines a child’s eligibility, a 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 and supports under section 504 of the Rehabilitation Act if the child satisfies the definition of disability in section 705(9)(b) of the Rehabilitation Act. When such supports are not available through alternate means, pending the evaluation results and eligibility determination, a program must individualize program services based on available information such as parent input and child observation and assessment data and may use program funds for these purposes.

1302.61 (c)(1)(i)

To ensure the individual needs of children eligible for services under IDEA are met, a

program must work closely with the local agency responsible for implementing IDEA, the

family, and other service partners, as appropriate, to ensure services for a child with

disabilities will be planned and delivered as required by their IFSP or IEP, as appropriate.

1302.61 (c)(1)(ii)



family, and other service partners, as appropriate, to ensure children are working towards

the goals in their IFSP or IEP.

1302.61 (c)(1)(iii)



family, and other service partners, as appropriate, to ensure elements of the IFSP or IEP

that the program cannot implement are implemented by other appropriate agencies, related

service providers and specialists.

Revised 06-01-2017 Disabilities

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1302.61 (c)(1)(iv)



family, and other service partners, as appropriate, to ensure IFSPs and IEPs are being

reviewed and revised, as required by IDEA.

1302.61 (c)(1)(v)



family, and other service partners, as appropriate, to ensure services are provided in a

child’s regular Early Head Start or Head Start classroom or family child care home to the

greatest extent possible.

1302.61 (2)(i)

Plan for Transition Services: For children with an IFSP who are transitioning out of Early

Head Start, collaborate with the parents, and the local agency responsible for

implementing IDEA, 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.

1302.61 (2)(ii)

Plan for Transition Services: For children with an IEP who are transitioning out of Head

Start to kindergarten, collaborate with the parents, and the local agency responsible for

implementing IDEA, to ensure steps are undertaken in a timely and appropriate manner to

support the child and family as they transition to a new setting.

1302.62 (a)(1)

Parents of All Children with Disabilities: A program 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.

1302.62 (a)(2)

Parents of All Children with Disabilities: A program must assist parents to access services

and resources for their family, including securing adaptive equipment and devices and

supports available through a child’s health insurance or other entities, creating linkages to

family support programs, and helping parents establish eligibility for additional support

programs, as needed and practicable.

1302.62 (b)(1)

Parents of children eligible for services under IDEA. For parents of children eligible for

services under IDEA, a program must also help parents understand the referral,

evaluation, and service timelines required under IDEA.

1302.62 (b)(2)


services under IDEA, a program must also help parents actively participate in the

eligibility process and IFSP or IEP development process with the local agency responsible

for implementing IDEA, including by informing parents of their right to invite the

program to participate in all meetings

1302.62 (b)(3) Parents of children eligible for services under IDEA. For parents of children eligible for

services under IDEA, a program must also help parents understand the purposes and

results of evaluations and services provided under an IFSP or IEP.


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1302.62 (b)(4)


services under IDEA, a program must also help parents ensure their children’s needs are

accurately identified in, and addressed through, the IFSP or IEP.

1302.63 (a)

A program must coordinate with the local agency responsible for implementing IDEA to

identify children enrolled or who intend to enroll in a program that may be eligible for

services under IDEA, including through the process described in §1302.33(a)(3) and

through participation in the local agency Child Find efforts.

1302.63 (b).

A program must work to develop interagency agreements with the local agency

responsible for implementing IDEA to improve service delivery to children eligible for

services under IDEA, including the referral and evaluation process, service coordination,

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

setting and 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.

1302.63 (c)(1)

A program must participate in the development of the IFSP or IEP if requested by the

child’s parents, and the implementation of the IFSP or IEP. At a minimum, the program

must offer to provide relevant information from its screenings, assessments, and

observations to the team developing a child’s IFSP or IEP;

1302.63 (c)(2)

A program must participate in the development of the IFSP or IEP if requested by the

child’s parents, and the implementation of the IFSP or IEP. At a minimum, the program

must offer to participate in meetings with the local agency responsible for implementing

IDEA to develop or review an IEP or IFSP for a child being considered for Head Start

enrollment, a currently enrolled child, or a child transitioning from a program.

1302.63 (d)

A program must retain a copy of the IEP or IFSP for any child enrolled in Head Start for

the time the child is in the program, consistent with the IDEA requirements in 34 CFR

parts 300 and 303.

1302.70 (b)(1)

Timing for transitions. To ensure the most appropriate placement and service following

participation in Early Head Start, such programs must, at least six months prior to each

child’s third birthday, implement transition planning for each child and family that takes

into account the child’s developmental level and health and disability status, progress

made by the child and family while in Early Head Start, current and changing family

circumstances and, the availability of Head Start, other public pre-kindergarten, and other

early education and child development services in the community that will meet the needs

of the child and family.

1302.70 (e) Transition services for children with an IFSP. A program must provide additional

transition services for children with an IFSP, at a minimum, as described in subpart F of

this part.


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1302.71 (b)(1)

Family collaborations for transitions. A program must collaborate with parents of

enrolled children to implement strategies and activities that will help parents advocate for

and promote successful transitions to kindergarten for their children, including their

continued involvement in the education and development of their child.

1302.71 (b)(3)

Family Collaborations for transitions. Prepare parents to exercise their rights and

responsibilities concerning the education of their children in the elementary school setting,

including services and supports available to children with disabilities and various options

for their child to participate in language instruction educational programs.

1302.71 (e)

Transition services for children with an IEP. A program must provide additional

transition services for children with an IEP, at a minimum, as described in subpart F of

this part.

1302.101 (b)(3)

The full and effective participation of all children with disabilities, including but not

limited to children eligible for services under IDEA, by providing services with

appropriate facilities, program materials, curriculum, instruction, staffing, supervision,

and partnerships, at a minimum, consistent with section 504 of the Rehabilitation Act and

the Americans with Disabilities Act.

1303.75 (a)

A 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.

1303.75 (b)

A 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.



1305.1 Purpose

The purpose of this part is to define terms for the purposes of this subchapter.

1305.2 Terms.

For the purpose of this subchapter, the following definitions apply:

ACF means the Administration for Children and Families in the Department of Health and

Human Services.

Act means the Head Start Act, Sec. 635 et seq., Pub. L. 97-35, 95 Stat. 499-511 (codified as

amended at 42 U.S.C. Section 9801, et seq.).

Agency means the body that receives the Head Start grant.

Aggregate child-level assessment data means the data collected by an agency on the status and

progress of the children it serves that have been combined to provide summary information about

groups of children enrolled in specific classes, centers, home-based or other options, groups or

settings, or other groups of children such as dual language learners, or to provide summary

information by specific domains of development.

Allowable alternate vehicle means a vehicle designed for carrying eleven or more people,

including the driver, that meets all the Federal Motor Vehicle Safety Standards applicable to

school buses, except 49 CFR 571.108 and 571.131.

Budget period means the interval of time, into which a multi-year period of assistance (project

period) is divided for budgetary and funding purposes.

Case plan is defined as presented in 42 U.S.C. 675(1) which, in summary, is a written document

that must include a number of specified items including, but is not limited to, a plan for safe and

proper care of the child in foster care placement, health records, and a plan for ensuring the

educational stability of the child in foster care.

Child-level assessment data means the data collected by an agency on an individual child from

one or more valid and reliable assessments of a child's status and progress, including but not

limited to direct assessment, structured observations, checklists, staff or parent report measures,

and portfolio records or work samples.

Child records means records that:

(1) Are directly related to the child;

(2) Are maintained by the program, or by a party acting for the program; and

(3) Include information recorded in any way, such as print, electronic, or digital means, including

media, video, image, or audio format.

Child restraint system means any device designed to restrain, seat, or position children that meets the current requirements of Federal Motor Vehicle Safety Standard No. 213, Child Restraint Systems, 49 CFR 571.213, for children in the weight category established under the regulation, or any device designed to restrain, seat, or position children, other than a Type I seat belt as defined at 49 CFR 571.209, for children not in the weight category currently established by 49 CFR 571.213.

Child with a disability is defined in the same manner as presented in the Head Start Act, 42 U.S.C. 9801.

CLASS: Pre-K means The Classroom Assessment Scoring System (CLASS). The CLASS is an observational instrument that assesses classroom quality in preschool through third grade classrooms. This tool meets the requirements described in 641(c)(1)(D) and 641A(c)(2)(F) of the Head Start Act (42 U.S.C. 9836(c)(1)(D) and 9836a(c)(2)(F)). The CLASS assesses three domains of classroom experience: Emotional Support, Classroom Organization,

Child restraint system means any device designed to restrain, seat, or position children that meets

the current requirements of Federal Motor Vehicle Safety Standard No. 213, Child Restraint

Systems, 49 CFR 571.213, for children in the weight category established under the regulation, or

any device designed to restrain, seat, or position children, other than a Type I seat belt as defined

at 49 CFR 571.209, for children not in the weight category currently established by 49 CFR

571.213.

Child with a disability is defined in the same manner as presented in the Head Start Act, 42

U.S.C. 9801.

CLASS: Pre-K means The Classroom Assessment Scoring System (CLASS). The CLASS is an

observational instrument that assesses classroom quality in preschool through third grade

classrooms. This tool meets the requirements described in 641(c)(1)(D) and 641A(c)(2)(F) of the

Head Start Act (42 U.S.C. 9836(c)(1)(D) and 9836a(c)(2)(F)). The CLASS assesses three

domains of classroom experience: Emotional Support, Classroom Organization, and Instructional

Support.

(1) Emotional Support measures children’s social and emotional functioning in the classroom,

and includes four dimensions: Positive Climate, Negative Climate, Teacher Sensitivity

and Regard for Student Perspectives. Positive Climate addresses the emotional connection,

respect, and enjoyment demonstrated between teachers and children and among children.

Negative Climate addresses the level of expressed negativity such as anger, hostility, or

aggression exhibited by teachers and/or children in the classroom. Teacher

Sensitivity addresses teachers’ awareness of and responsivity to children’s academic and

emotional concerns. Regard for Student Perspectives addresses the degree to which teachers’

interactions with children and classroom activities place an emphasis on children’s interests,

motivations, and points of view.

(2) Classroom Organization measures a broad array of classroom processes related to the

organization and management of children’s behavior, time, and attention in the classroom. It

includes three dimensions: Behavior Management, Productivity, and Instructional Learning

Formats. Behavior Management addresses how effectively teachers monitor, prevent, and redirect

behavior. Productivity addresses how well the classroom runs with respect to routines and the

degree to which teachers organize activities and directions so that maximum time can be spent on

learning activities. Instructional Learning Formats addresses how teachers facilitate activities and

provide interesting materials so that children are engaged and learning opportunities are

maximized.

(3) Instructional Support measures the ways in which teachers implement curriculum to

effectively support cognitive and language development. It includes three dimensions: Concept

Development, Quality of Feedback, and Language Modeling. Concept

Development addresses how teachers use instructional discussions and activities to

promote children’s higher order thinking skills in contrast to a focus on rote instruction. Quality

of Feedback addresses how teachers extend children’s learning through their responses

to children’s ideas, comments, and work. Language Modeling addresses the extent to which

teachers facilitate and encourage children’s language.

(4) Assessments with the CLASS involve observation-based measurement of each dimension on

a seven point scale. A score ranging from 1 (minimally characteristic) to 7 (highly characteristic)

is given for each dimension and represents the extent to which that dimension is characteristic of

that classroom. Relevant dimension scores are used to calculate each domain score.






3) Instructional Support measures the ways in which teachers implement curriculum to

effectively support cognitive and language development. It includes three dimensions: Concept

Development, Quality of Feedback, and Language Modeling. Concept

Development addresses how teachers use instructional discussions and activities to

promote children’s higher order thinking skills in contrast to a focus on rote instruction. Quality

of Feedback addresses how teachers extend children’s learning through their responses

to children’s ideas, comments, and work. Language Modeling addresses the extent to which

teachers facilitate and encourage children’s language.

(4) Assessments with the CLASS involve observation-based measurement of each dimension on

a seven point scale. A score ranging from 1 (minimally characteristic) to 7 (highly characteristic)

is given for each dimension and represents the extent to which that dimension is characteristic of

that classroom. Relevant dimension scores are used to calculate each domain score.

Commercial Driver's License (CDL) means a license issued by a state or other jurisdiction, in

accordance with the standards contained in 49 CFR part 383, to an individual which authorizes

the individual to operate a class of commercial motor vehicles.

Construction means new buildings, and excludes renovations, alterations, additions, or work of

any kind to existing buildings.

Continuity of care means Head Start or Early Head Start services provided to children in a

manner that promotes primary caregiving and minimizes the number of transitions in teachers

and teacher assistants that children experience over the course of the day, week, program year,

and to the extent possible, during the course of their participation from birth to age three in Early

Head Start and in Head Start.

Deficiency is defined in the same manner as presented in the Head Start Act, 42 U.S.C. 9801.

Delegate agency is defined in the same manner as presented in the Head Start Act, 42 U.S.C.

9801.

Development and administrative costs mean costs incurred in accordance with an approved Head

Start budget which do not directly relate to the provision of program component services,

including services to children with disabilities, as set forth and described in the Head Start

program performance standards (45 CFR part 1304).

Disclosure means to permit access to or the release, transfer, or other communication of PII

contained in child records by any means, including oral, written, or electronic means, to any party

except the party identified as the party that provided or created the record.

Double session variation means a center-based option that employs a single teacher to work with

one group of children in the morning and a different group of children in the afternoon.

Dual benefit costs mean costs incurred in accordance with an approved Head Start budget which

directly relate to both development and administrative functions and to the program

component services, including services to children with disabilities, as set forth and described in

the Head Start program performance standards (45 CFR part 1304).

Dual language learner means a child who is acquiring two or more languages at the same time,

or a child who is learning a second language while continuing to develop their first language. The

term "dual language learner" may encompass or overlap substantially with other terms frequently

used, such as bilingual, English language

Enrolled (or any variation of) means a child has been accepted and attended at least one class for

center-based or family child care option or at least one home visit for the home-based option.

Enrollment year means the period of time, not to exceed twelve months, during which a Head

Start program provides center or home-based services to a group of children and their families.




learner (ELL), Limited English Proficient (LEP), English learner, and children who speak a

Language Other Than English (LOTE).

Early Head Start agency means a public or private non-profit or for-profit entity designated by

ACF to operate an Early Head Start program to serve pregnant women and children from birth to

age three, pursuant to Section 645A(e) of the Head Start Act.

Enrolled (or any variation of) means a child has been accepted and attended at least one class for

center-based or family child care option or at least one home visit for the home-based option.

Enrollment year means the period of time, not to exceed twelve months, during which a Head

Start program provides center or home-based services to a group of children and their families.

Facility means a structure, such as a building or modular unit, appropriate for use in carrying out

a Head Start program and used primarily to provide Head Start services, including services to

children and their families, or for administrative purposes or other activities necessary to carry

out a Head Start program.

Family means all persons living in the same household who are supported by the child’s

parent(s)’ or guardian(s)’ income; and are related to the child’s parent(s) or guardian(s) by blood,

marriage, or adoption; or are the child’s authorized caregiver or legally responsible party.

Federal interest is a property right which secures the right of the federal awarding agency to

recover the current fair market value of its percentage of participation in the cost of the facility in

the event the facility is no longer used for Head Start purposes by the grantee or upon the

disposition of the property. When a grantee uses Head Start funds to purchase, construct or

renovate a facility, or make mortgage payments, it creates a federal interest. The federal interest

includes any portion of the cost of purchase, construction, or renovation contributed by or for the

entity, or a related donor organization, to satisfy a matching requirement.

Federal Motor Vehicle Safety Standards (FMVSS) means the National Highway and Traffic

Safety Administration's standards for motor vehicles and motor vehicle equipment (49 CFR part

571) established under section 30111 of Title 49, United States Code.

Financial viability means that an organization is able to meet its financial obligations, balance

funding and expenses and maintain sufficient funding to achieve organizational goals and

objectives.

Fixed route means the established routes to be traveled on a regular basis by vehicles that

transport children to and from Head Start or Early Head Start program activities, and which

include specifically designated stops where children board or exit the vehicle.

Foster care means 24-hour substitute care for children placed away from their parents or

guardians and for whom the state agency has placement and care responsibility. This includes,

but is not limited to, placements in foster family homes, foster homes of relatives, group homes,

emergency shelters, residential facilities, child-care institutions, and pre-adoptive homes. A child

is in foster care in accordance with this definition regardless of whether the foster care facility is

licensed and payments are made by the state or local agency for the care of the child, whether

adoption subsidy payments are being made prior to the finalization of an adoption, or whether

there is federal matching of any payments that are made.

Full-working-day means not less than 10 hours of Head Start or Early Head Start services per

day.

Funded enrollment means the number of participants which the Head Start grantee is to serve, as

indicated on the grant award.

Going concern means an organization that operates without the threat of liquidation for the

foreseeable future, a period of at least 12 months.

Grantee means the local public or private non-profit agency or for-profit agency which has been

designated as a Head Start agency under 42 U.S.C. 9836 and which has been granted financial

assistance by the responsible HHS official to operate a Head Start program.


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Full-working-day means not less than 10 hours of Head Start or Early Head Start services per

day.

Funded enrollment means the number of participants which the Head Start grantee is to serve, as

indicated on the grant award.

Going concern means an organization that operates without the threat of liquidation for the

foreseeable future, a period of at least 12 months.

Grantee means the local public or private non-profit agency or for-profit agency which has been

designated as a Head Start agency under 42 U.S.C. 9836 and which has been granted financial

assistance by the responsible HHS official to operate a Head Start program

Head Start agency means a local public or private non-profit or for-profit entity designated by

ACF to operate a Head Start program to serve children age three to compulsory school age,

pursuant to section 641(b) and (d) of the Head Start Act.

Head Start Early Learning Outcomes Framework: Ages Birth to Five means the Head Start Early

Learning Outcomes Framework: Ages Birth to Five, which describes the skills, behaviors, and

knowledge that programs must foster in all children. It includes five central domains:

Approaches to Learning; Social and Emotional Development; Language and Literacy; Cognition;

and Perceptual, Motor, and Physical Development. These central domains are broken into five

domains for infants and toddlers and seven domains for preschoolers. Infant and Toddler

domains are Approaches to Learning; Social and Emotional Development; Language and

Communication; Cognition; and Perceptual, Motor, and Physical Development. Preschool

domains are Approaches to Learning; Social and Emotional Development; Language and

Communication; Literacy; Mathematics Development; Scientific Reasoning; and Perceptual,

Motor, and Physical Development. Domains are divided into sub-domains with goals that

describe broad skills, behaviors, and concepts that are important for school

success. Developmental progressions describe the skills, behaviors and concepts that children

may demonstrate as they progress. As described in the Head Start Act, the Framework is central

to program operations that promote high-quality early learning environments (42 U.S.C.

9832(21)(G)(iv)(II)(aa), 42 U.S.C. 9835(o), 42 U.S.C. 9836(d)(2)(C), 42 U.S.C. 9836a(g)(2)(A),

42 U.S.C. 9837(f)(3)(E), 42 U.S.C. 9837a(a)(3), 42 U.S.C. 9837a(a)(14), 42 U.S.C.

9837b(a)(2)(B)(iii), 42 U.S.C. 9837b(a)(4)(A)(i), and 42 U.S.C. 9837b(a)(4)(B)(iii)).

Homeless children means the same as homeless children and youths in Section 725(2) of the

McKinney-Vento Homeless Assistance Act at 42 U.S.C. 11434a (2).

Home visitor means the staff member in the home-based program option assigned to work with

parents to provide comprehensive services to children and their families through home visits and

group socialization activities.

Hours of planned class operations means hours when children are scheduled to attend.

Professional development, training, orientation, teacher planning, data analysis, parent-teacher

conferences, home visits, classroom sanitation, and transportation do not count toward the hours

of planned class operations.

Income means gross cash income and includes earned income, military income (including pay

and allowances, except those described in Section 645(a)(3)(B) of the Act), veteran’s benefits,

Social Security benefits, unemployment compensation, and public assistance benefits. Additional

examples of gross cash income are listed in the definition of “income” which appears in U.S.

Bureau of the Census, Current Population Reports, Series P-60-185 (available

at https://www2.census.gov/prod2/popscan/p60-185.pdf).

Indian Head Start agency means a program operated by an Indian tribe (as defined by the Act) or

designated by an Indian tribe to operate on its behalf.

Individualized Education Program is defined in the same manner as presented in the Individuals

with Disabilities Education Act (20 U.S.C. 1400 et seq.).

Individualized Family Service Plan is defined in the same manner as presented in the Individuals


organization may be established under applicable state or federal law.


D-a


https://www2.census.gov/prod2/popscan/p60-185.pdf


Indian Head Start agency means a program operated by an Indian tribe (as defined by the Act) or

designated by an Indian tribe to operate on its behalf.

Indian tribe is defined in the same manner as presented in the Head Start Act, 42 U.S.C. 9801.

Individualized Education Program is defined in the same manner as presented in the Individuals


Individualized Family Service Plan is defined in the same manner as presented in the Individuals


Legal status means the existence of an applicant or grantee as a public agency or organization

under the law of the state in which it is located, or existence as a private nonprofit or for-profit

agency or organization as a legal entity recognized under the law of the state in which it is

located. Existence as a private non-profit agency or

Major renovation means any individual or collection renovation that has a cost equal to or

exceeding $250,000. It excludes minor renovations and repairs except when they are included in

a purchase application.

Migrant family means, for purposes of Head Start eligibility, a family with children under the age

of compulsory school attendance who changed their residence by moving from one geographic

location to another, either intrastate or interstate, within the preceding two years for the purpose

of engaging in agricultural work and whose family income comes primarily from this activity.

Migrant or Seasonal Head Start Program means: (1) With respect to services for migrant farm

workers, a Head Start program that serves families who are engaged in agricultural labor and who

have changed their residence from one geographic location to another in the preceding 2-year

period; and, (2) With respect to services for seasonal farmworkers, a Head Start program that

serves families who are engaged primarily in seasonal agricultural labor and who have not

changed their residence to another geographic location in the preceding 2-year period.

Minor renovation means improvements to facilities, which do not meet the definition of major

renovation.

Modular unit means a portable prefabricated structure made at another location and moved to a

site for use by a Head Start grantee to carry out a Head Start program, regardless of the manner or

extent to which the modular unit is attached to underlying real property.

National Driver Register means the National Highway Traffic Safety Administration's automated

system for assisting state driver license officials in obtaining information regarding the driving

records of individuals who have been denied licenses for cause; had their licenses denied for

cause, had their licenses canceled, revoked, or suspended for cause, or have been convicted of

certain serious driving offenses.

Parent means a Head Start child's mother or father, other family member who is a primary

caregiver, foster parent or authorized caregiver, guardian or the person with whom the child has

been placed for purposes of adoption pending a final adoption decree.

Participant means a pregnant woman or child who is enrolled in and receives services from a

Head Start, an Early Head Start, a Migrant or Seasonal Head Start, or an American Indian and

Alaska Native Head Start program.

Personally identifiable information (PII) means any information that could identify a specific

individual, including but not limited to a child’s name, name of a child’s family, member, street

address of the child, social security number, or other information that is linked or linkable to the

child.

Program means a Head Start, Early Head Start, migrant, seasonal, or tribal program, funded

under the Act and carried out by an agency, or delegate agency, to provide ongoing

comprehensive child development services.

Program costs mean costs incurred in accordance with an approved Head Start budget which

directly relate to the provision of program component services, including services to children

with disabilities, as set forth and described in the Head Start Program Performance Standards (45

CFR part 1304).


D-a


Program means a Head Start, Early Head Start, migrant, seasonal, or tribal program, funded

under the Act and carried out by an agency, or delegate agency, to provide ongoing

comprehensive child development services.

Program costs mean costs incurred in accordance with an approved Head Start budget which

directly relate to the provision of program component services, including services to children

with disabilities, as set forth and described in the Head Start Program Performance Standards (45

CFR part 1304).

Purchase means to buy an existing facility, including outright purchase, down payment or

through payments made in satisfaction of a mortgage or other loan agreement, whether principal,

interest or an allocated portion principal and/or interest. The use of grant funds to make a

payment under a capital lease agreement, as defined in the cost principles, is a purchase subject to

these provisions. Purchase also refers to an approved use of Head Start funds to continue paying

the cost of purchasing facilities or refinance an existing loan or mortgage beginning in 1987.

Real property means land, including land improvements, buildings, structures and all

appurtenances thereto, excluding movable machinery and equipment.

Recruitment area means that geographic locality within which a Head Start program seeks to

enroll Head Start children and families. The recruitment area can be the same as the service area

or it can be a smaller area or areas within the service area.

Relevant time period means: (1) The 12 months preceding the month in which the application is

submitted; or (2) During the calendar year preceding the calendar year in which the application is

submitted, whichever more accurately reflects the needs of the family at the time of application.

Repair means maintenance that is necessary to keep a Head Start facility in working condition.

Repairs do not add significant value to the property or extend its useful life.

Responsible HHS official means the official of the Department of Health and Human Services

who has authority to make grants under the Act.

School readiness goals mean the expectations of children's status and progress across domains of

language and literacy development, cognition and general knowledge, approaches to learning,

physical well-being and motor development, and social and emotional development that will

improve their readiness for kindergarten.

School bus means a motor vehicle designed for carrying 11 or more persons (including the driver)

and which complies with the Federal Motor Vehicle Safety Standards applicable to school buses.

Service area means the geographic area identified in an approved grant application within which

a grantee may provide Head Start services.

Staff means paid adults who have responsibilities related to children and their families who are

enrolled in programs

Termination of a grant or delegate agency agreement means permanent withdrawal of the

grantee's or delegate agency's authority to obligate previously awarded grant funds before that

authority would otherwise expire. It also means the voluntary relinquishment

the grantee or delegate agency. Termination does not include:

(1) Withdrawal of funds awarded on the basis of the grantee's or delegate agency's underestimate

of the unobligated balance in a prior period;

(2) Refusal by the funding agency to extend a grant or award additional funds (such as refusal to

make a competing or noncompeting continuation renewal, extension or supplemental award);

(3) Withdrawal of the unobligated balance as of the expiration of a grant;

(4) Annulment, i.e., voiding of a grant upon determination that the award was obtained

fraudulently or was otherwise illegal or invalid from its inception.



of that authority by the grantee or delegate agency. Termination does not include:

(1) Withdrawal of funds awarded on the basis of the grantee's or delegate agency's underestimate

of the unobligated balance in a prior period;

(2) Refusal by the funding agency to extend a grant or award additional funds (such as refusal to

make a competing or noncompeting continuation renewal, extension or supplemental award);

(3) Withdrawal of the unobligated balance as of the expiration of a grant;

(4) Annulment, i.e., voiding of a grant upon determination that the award was obtained

fraudulently or was otherwise illegal or invalid from its inception.

Total approved costs mean the sum of all costs of the Head Start program approved for a given

budget period by the Administration for Children and Families, as indicated on the Financial

Assistance Award. Total approved costs consist of the federal share plus any approved non-

federal match, including non-federal match above the statutory minimum.

Transition period means the three-year time period after December 9, 2011, on the Designation

Renewal System during which ACF will convert all of the current continuous Head Start and

Early Head Start grants into five-year grants after reviewing each grantee to determine if it meets

any of the conditions under §1304.12 that require recompetition or if the grantee will receive its

first five-year grant non-competitively.

Transportation services means the planned transporting of children to and from sites where an

agency provides services funded under the Head Start Act. Transportation services can involve

the pick-up and discharge of children at regularly scheduled times and pre-arranged sites,

including trips between children's homes and program settings. The term includes services

provided directly by the Head Start and Early Head Start grantee or delegate agency and services

which such agencies arrange to be provided by another organization or an individual. Incidental

trips, such as transporting a sick child home before the end of the day, or such as might be

required to transport small groups of children to and from necessary services, are not included

under the term.

Verify or any variance of the word means to check or determine the correctness or truth by

investigation or by reference.

Disabilities Service Area Plan Revised 06-07-2017 Disabilities

D-a


The CSI Disabilities Service Area uses the following plan to assure that all educational and transition

requirements of the Head Start Performance Standards are met for all children and families. The

Disabilities Specialist, Center Coordinators/Lead Teachers, and teaching staff will work in coordination

with other service area staff, school principals, other district staff, parents, and community partners to

provide a holistic and complete array of services for Head Start children.

Activity Timeframe Responsibility Documentation

1. Designate a coordinator of

services to children with

disabilities and their families

who will update the plan as

needed in conjunction with

parents, and relevant

coordinators

1302.6

August -May Head Start Director Program

Organization

Chart

Disabilities

Plan

2. 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.

1302.60, 1302.61(a)(b)

August -May Disabilities Specialist

Teaching Staff

Disabilities Specialist

Disabilities

Plan

Lesson plans

Individual

Child Plan

“

3. The full and effective participation

of all children with disabilities,

including but not limited to

children eligible for services under

IDEA, by providing services with

appropriate facilities, program

materials, curriculum, instruction,

staffing, supervision, and

partnerships, at a minimum,

consistent with section 504 of the

Rehabilitation Act and the

Americans with Disabilities Act;.

1302.101 b (3)

August -May Disabilities Specialist

Other Service Area

Staff

Case

conference

notes,

IEP goals,

Lesson plans

Specialized

Facitlites/equip

ment

4. In collaboration with each child’s

parent and with parental consent, a

program must complete or obtain a

current developmental screening to

identify concerns regarding a

child’s developmental, behavioral,

motor, language, social, cognitive,

and emotional skills.

1302.33 (a)(1-3), (b) (1-2), (c) (1)

Within 45 days

of entry into program


Education Specialist

QAMs

Education Staff

Dial-4

Tool

Ages & Stages

Tool

Anecdotals


D-i


Activity Timeframe Responsibil

ity Documentation

5. Referral to the local agency

responsible for implementing IDEA

for a formal evaluation to assess the

child’s eligibility for services under

IDEA as soon as possible, and not to

exceed timelines required under

IDEA. 1302.33 (3)(i), 1302.33 (b)(3)

30 days of

initial

screening &

evaluation

completed

within 60

days after

obtaining

parental

consent for

full

evaluation by

LEA

Disabilities

Specialist

Center

Coordinators/

Lead Teachers

Program Organization

Chart

Disabilities Plan

Referral to LEA

6. 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. 1302.61 (a), 1302.62

(a)(1-2)

Ongoing Disabilities

Specialist

Facilities

Specialist

Teaching

Teams

Center

Coordinators/

Lead Teachers

Quality

Assurance

Monitors

Local

Education

Agency

Babies Can’t

Wait

Disabilities Plan

Lesson plans

Individual Child

Plan

Health Plans

Individual training

notes

7. Plan and implement the transition

services for children with an IFSP

who are transitioning out of Early

Head Start, or for children with an IEP

who are transitioning out of Head

Start to kindergarten, or from other

programs to Head Start. 1302.61

(c)(2)(i)(ii), 1302.63 (c) (2)

Update

yearly

Disabilities

Specialist

Education

Specialist

Teaching Teams

LEA Personnel

Babies Can’t

Wait

Case conference

notes,

IEP goals,

Lesson plans

Individualized Service

Plan

Health Plans if necessary


D-i



8. To ensure the individual needs of

children eligible for services under

IDEA are met, a program must work

closely with the local agency

responsible for implementing IDEA,

the family, and other service

partners, as appropriate. 1302.61 (c)(1)(i)(ii)(iii)(iv)(v)

Within 30

days of

completion of

an IEP

Disabilities

Specialist

LEA Personnel

Teaching Staff

Babies Can’t

Wait Personnel

Classroom Inventory

Checklist Financial Receipts Meeting notes and

agenda Updated Transition

Plans Information sent

to receiving schools Parent contact notes

9. A program must work to develop

interagency agreements with the

local agency responsible for

implementing IDEA to improve

service delivery to children eligible

for services under IDEA, including

the referral and evaluation process,

service coordination, promotion of

service provision in the least

restrictive appropriate community-

based setting and 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.

1302.63 (b)


Specialist

Education

Specialist

LEA Personnel

Babies Can’t Wait

Personnel

Signed and updated Interagency Agreements

IEP/IFSP

10. The community assessment must use

data that describes community

strengths, needs, and resources and

include, at a minimum the number of

eligible infants, toddlers, preschool age

children, and expectant mothers,

including their geographic location,

race, ethnicity, and languages they

speak, including Children with

disabilities, including types of

disabilities and relevant services and

resources provided to these children by

community agencies.

1302.11 (b)(i)(c)

April/May Head Start Director

Mental Health

Counselor

Disabilities

Specialist Family

Advocate Specialist

Family Advocates

PIR report

Childplus data

IEP/IFSP files


D-i



11. Eligibility

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, before serving

pregnant women or children who do not meet the criteria in

paragraph (c) of this selection. 1302.12 (d)(1)(i),


Specialist

Family Advocate

Specialist

Family Advocates

Other Specialist in

different areas

Grid for Points

System

IEP/IFSP

documentation

Flyers

Newspaper articles

Interagency

agreements/

interactions

Board Meeting

Minutes

12. In order to reach those most in

need of services, a program must develop and implement a

recruitment process designed to actively inform all families with

eligible children within the

recruitment area of the availability of program services,

and encourage and assist them in applying for admission to the

program. A program must

include specific efforts to actively locate and recruit

children with disabilities and other vulnerable children,

including homeless children and children in foster care.

1302.13

Ongoing Disabilities Specialist

Family Advocate

Specialist

Family Advocates

Other Specialists

Flyers

Newspaper

articles

Community

meetings

Interagency

Agreements

13. A program must offer opportunities for parents and family members to be involved in the program’s education services and implement policies to ensure teachers inform parents, about the purposes of and the results from screenings and assessments and discuss their child’s progress.

1302.34 (b)(6)

Screening

within 45

days of

child’s first

day of

classroom

attendance

Education Specialist


Quality Assurance

Monitors

Teaching Staff

Dial-4 form

Ages &

Stages form

Center/Home visit

forms

Authorizations

Notification of

Screening Form

Results of

Screening Form

Parental Consent

for Referral


D-i






14. A program must train all

governing body, policy council,

management, and staff who

determine eligibility on applicable

federal regulations and program

policies and procedures at a

minimum to incorporate strategies

for treating families with dignity

and respect and for dealing with

possible issues of domestic

violence, stigma, and privacy.

1302.12 (m)(1) (ii)

90 days for

new staff

determining

eligibility,

within 180

days for

governing

body and

policy

council

members at

the

beginning

term of a

new

governing

body or

policy

council

Head Start Director Disabilities Specialist Family Advocate Specialist All Specialists in all areas of Head Start

Swearing in

of

members/minutes

Confidentiality signed form

Training

agenda/Sign in

sheet

15. Extended follow-up care. A

program must facilitate further

diagnostic testing, evaluation,

treatment, and follow-up plan, as

appropriate, by a licensed or

certified professional for each

child with a health problem or

developmental delay, such as

elevated lead levels or abnormal

hearing or vision results that may

affect child’s development,

learning, or behavior.

1302.42 (d)(1)

Within the first

45 days of

child’s first day

of classroom

time

Health Specialist Disabilities/Mental Health Specialist Family Advocate Specialist Mental Health Counselor All Specialists in all areas of Head Start

In-house referrals

LEA referrals

BCW referrals Mental

Health notes

16. A program must develop a system to track referrals and services

provided and monitor the implementation of a follow-up plan to meet any treatment needs associated with a health, oral health, social and emotional, or developmental problem.

1302.42 (d)(2)

Ongoing Health Specialist Disabilities/Mental Health Specialist Family Advocate Specialist Mental Health Counselor All Specialists in all areas of Head Start

In-house referrals

LEA referrals

BCW referrals

Mental Health

notes/follow ups

IEP/IFSP

Childplus Mental

Health REferrals


D-i



17. A program must assist parents, as

needed, in obtaining any

prescribed medications, aids or

equipment for medical and oral

health conditions.

1302.42 (d)(3)

Ongoing Head Start Director

Health Specialist

Disabilities

Specialist

All Teaching Staff

Receipt of

prescriptions

from doctor

Receipt of

payment for items

18. A program must participate in the

development of the IFSP or IEP if

requested by the child’s parents,

and the and the implementation

of the IFSP or IEP; to provide

relevant information from its

screenings, assessments, and

observations to the team and to

participate in meetings with the

LEA responsible for

implementing IDEA to develop or

review an IEP or IFSP for a child

being considered for Head Start

enrollment, a currently renrolled

child, or a child transitioning from

a program.

1302.63 (c)(1)(2)

Ongoing/At

enrolment

Health Specialist

Family Advocates

Disabilities

Specialist

All Teaching Staff

Periodic

physical exams

of child

In-house

referrals

Anecdotal notes

on each child

Health

observati

ons daily

Parent

Authoriz

ation

19. A 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.

1303.75 (a)

Ongoing Facilities Specialist


Head Start Director

Center

Coordinator/Lead

Teachers

Teaching Staff

IEP/IFSP Interagency

Agreements


D-i


20. A 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.

1303.75 (b)

Ongoing Facilities Specialist


Center

Coordinator/Lead

Teachers

Teaching Staff

IEP/IFSP

Interagency

Agreement


D-i


Subject: Disability Services Written Plan

Section: Disabilities

Program: Head Start/Early Head Start

Approved: Executive Director, Policy Council, Executive Board __________________________________________________________________________________

POLICY: The Program develops, maintains, and updates annually a Disability Services Plan

which provides strategies for meeting the special needs of children with disabilities.

PROCEDURE: The Disability Specialist, working and consulting with Program supervisors,

teachers, and parents will review the Disability Service Plan. The Plan is to assure that:

1. All areas of child and family services within the Head Start Program are appropriately involved

in the integration of services to children with disabilities.

2. That all available resources are used in the provision of services

3. The plan contains:

a. Timeline of screening for children.

b. Procedures for making referrals to LEA for evaluation.

c. Assurance of accessibility to facilities.

d. Plan to provide appropriate equipment and materials if needed.

e. Assurances that confidentiality of records is maintained.

f. Guidelines and strategies for fulfillment of the Federal mandate to dedicate 10% of the yearly

funded enrollment to children with IEPs/IFSPs.

g. Head Start/early Head Start Policies and Procedures for the inclusion of children with

disabilities are consistent with current Federal and State mandates. These include section 504 of

the Rehabilitation Act of 1976 (PL 93-112); Americans with Disabilities Act (PL 101-336); and

Individuals with Disabilities Education Improvement Act of 2004 (IDEA) (PL 108-446) including

free and appropriate public education; equal access to core curricula (developmentally appropriate

practices); and accommodations and modifications necessary for a child with an IEP/IFSP to

participate in an identical preschool experience for his/her typically developing peers.

h. Head Start/Early Head Start Programs have interagency agreements which offer children with

disabilities and their families options for services. This includes the special services provided by

LEAs.

i. Head Start/Early Head Start Programs provides identical approaches for integrating instruction,

health, mental health, and nutrition services for ALL children.

Revised 06/04/2017 Disabilities

D-1


Subject: Parental Consent for Participation during IEP/IFSP Process Section: Disabilities

Program: Head Start/ Early Head Start

Approved: Executive Director, Policy Council, Executive Board

----------------------------------------------------------------------------------------------------------------------- POLICY: A program must participate in the development of the IFSP or IEP if requested by the child’s parents, and the and the implementation of the IFSP or IEP; to provide relevant information from its screenings, assessments, and observations to the team and to participate in meetings with the LEA responsible for implementing IDEA to develop or review an IEP or IFSP for a child being considered for Head Start enrollment, a currently reenrolled child, or a child transitioning from a program.

Procedures;

1. During first home visits or center visits, the parent will initial the area for Head

Start staff to be able to participate fully in the IEP and IFSP process with the LEA on

the Parent Authorization form located in the Family Services policies and procedures

(FCP 621).

2. The lead teacher or center coordinator will collect these parental authorizations

(FCP 621) and make two copies and give them back to the teachers for their files.

3. One copy will go to the family advocates responsible for the classrooms and the

other copy will go to the Disabilities Specialist.

4. Family advocates will upload the copy into Child plus program as an attachment in

the Disabilities tab.

5. The family advocates will keep a copy in a classroom file in case of technical

difficulties.


D-2


Subject: Screening Referrals



Approved: Executive Director, Policy Council

Executive Board

POLICY: In collaboration with each child’s parent and with parental consent, a program

must complete or obtain a current developmental screening to identify

concerns regarding a child’s developmental, behavioral, motor, language,

social, cognitive, and emotional skills.

PROCEDURE:

1. For the centers where the School System/Private Speech and Language Pathologist

complete a mass speech and language screening:

a. Speech and language screening will take place within 45 calendar days of enrollment.

b. The Education Specialist and/or Disabilities Specialist will monitor the completion

of the screening process.

c. When it is determined that more extensive examinations are needed, the Speech/

Language Pathologist (private or with the school system) will ensure the consent

to evaluate is signed by the parent/ guardian.

d. If the child PASSES the speech screener and the teacher and/or parent still have a

concern, the child can still be referred for an evaluation. The teacher would

complete an In-House Referral Form (EHS 205) and submit it to the Center

Coordinator/Lead Teacher who will document the concern and direct

interventions using the Individualized Service Plan (if child has multiple

developmental delays or disabilities and if a child was not eligible for services

via BCW or LEA but showing concerns or delays after the LEA or BCW

evaluation) while referring the child for an evaluation from the LEA/BCW. The

Center Coordinator/Lead Teacher will distribute a copy of In-House Referral

Form and Referral for Special Services form signed by parent to the Disabilities

Specialist, the Family Advocates and have the original placed in the child’s

education file.

2. For the centers where the school system/private SLP does not complete the Speech

screening, the DIAL-4 language test score will be used.

3. For Early Head Start, the Ages and Stages screener will be used.

4. Place a copy of the screening tool in the child’s file.

a. DIAL-4 for Head Start; Pre-K; and those EHS enrollees who are 2years 6 months

or older.

b. Ages & Stages for Early Head Start enrollees who are younger than 2 years

6 months.

5. Complete the DIAL-4 Classroom Profile.

6. Share the screening results with the Parent/Guardian, Disabilities Specialist and the

Education Specialist.


D-3


Head Start DIAL-4 Classroom Profile

Center: Room Number: Classroom Staff:

Child Information 45 Day Mandate/Rescreener

Name

Age as of

DOS

Yr-Mth

(e.g. 4-3)

Date DIAL

Score

DIAL

P/F

Language

P/F

Abbreviation Codes: DOS – Date of Screening P/F – Pass or Fail

If child failed screening, submit referral for evaluation by Local Education Agency/LEA.

Original Copy to Disabilities Copy Kept in Classroom


EHS 318 D-3a


Subject: Parental Consent for Initial Evaluation Section: Disabilities


Approved: Executive Director, Policy Council,

POLICY:

Written permission from the child’s parent or guardian will be obtained prior to:

a. Obtaining additional screening

b. Completing an evaluation/assessing need for special services

PROCEDURE:

THIS IS TO BE USED. YOUR LEA/PART B AND BCW/PART C HAS THEIR OWN FORM

THEY WILL GET SIGNED FOR CONSENT TO EVALUATE. JUST MAKE SURE YOU

GET A COPY OF THE IEP/IFSP.

1. The Center Coordinator/Lead Teacher will complete the top portion of the “Parental

Consent for Special Services” form and then will:

a. Inform parent why further testing is needed. (ex: child scored potentially delayed

on DIAL-4).

b. Have the parent review the “Parental Consent for Evaluation” form. (EHS 301).

c. Let the parent know that he/she will be invited to a meeting to discuss the results

of his/her evaluation.

2. The Parental Consent will be completed:

**Remember only when a child is being referred to a private therapist.

a. After screening has been completed and it is determined that the child needs an

additional screening/evaluation.

b. Within two weeks after receiving the referral (including in-house referrals).

c. The Center Coordinator/Lead Teacher will file a copy in the child’s file, a copy to

the Classroom Teacher, and a copy to the Disabilities Specialist. The original will

be given to the referring agency.

06/05/2017 Disabilities

D-4


PARENTAL CONSENT INITIAL EVALUATION OF SPEECH SERVICES

Date: _____

Child's name:

Parent's name:

Center: _____

Dear Parent:

We would like to evaluate your child to determine if he/she may need speech services that are

available through Head Start. We believe that an evaluation is needed for educational planning.

The evaluator(s) who works with your child will use tests in the following checked areas:

( ) Speech/Language

The following agency will be evaluating your child:

Agency/Contact Person Name: ____________________________________________________

Address: _____________________________________________________________________

Phone: _______________________________________________________________________

You may agree or disagree to have your child evaluated, but your decision must be

clearly indicated on the bottom of this form and signed by you.

************************************************************************

Your written permission is required in order to conduct an evaluation. I have read or have read

to me this letter requesting permission to evaluate my child (name):

Check one below:

( ) I give my consent for the agency listed above to evaluate my child.

( ) I do not give my consent for the following reason _____________

( ) I give my consent to release my child's records to the agency listed above.

( ) I do not give my consent to release my child's records to the agency listed above.

Parent/Legal Guardian Signature Date

Revised 06/01/2017 Disabilities EHS 301 D-4a


Subject: Services during IDEA eligibility determination Section: Disabilities



Policy: When such supports are not available through alternate means, pending the

evaluation results and eligibility determination, a program must individualize

program services based on available information such as parent input and

child observation and assessment data and may use program funds for these

purposes.

Procedures:

1. When a child has a potential delay or has failed the overall DIAL-4 Assessment

tool, or has all gray in the areas of the Ages & Stages screening tool for Early Head

Start, teaching staff will individualize on the lesson plan according to the child’s

defiencies and until a complete evaluation has been completed by the LEA or BCW

program if only one concern has been identified.

2. IF the child has mutliple delays and concerns, the “Individualized Service Plan” is

to be used and attached to lesson plan.

3. IF the child does not qualify for services from the LEAs and/or Babies Can’t Wait

program and concerns are still apparent, this Individualized Service Plan will

remain in effect for the child to concentrate on the isolated areas of concerns.

When/IF the child catches up to the correct developmental age in all areas, the

Individualiztion Form will no longer be used. The Teaching Strategies Gold

assessments will be used to monitor the progress.

4. IF the child does not need the use of the Individualization Service Plan any

longer, a copy of documentation of child’s progress in Teaching Strategies Gold

and a signed letter from the teacher will be sent to the Disabilities Specialist

and Education Specialist.

06-01-2017 Disabilities

D-5


Individualized Service Plan

Child’s Name: ___________________________ Date: _______________________________

Teacher will write in activities to correspond with the goals in each area of delay and/or

concern.

Goals:_________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Teacher’s Signature: _________________________________________________________

Days of the Week Cognitive Motor Social/Emotional Language Adaptive Monday

Tuesday

Wednesday

Thursday

Friday


D-5a


Subject: Parental Rights in Special Education

Program: Head Start



Executive Board

Policy:

It is the policy of CSI Head Start to provide parents a copy of Parental Rights and make sure they

understand them if LEA has not given them a copy during the IEP eligibility meeting or

beforehand.

PROCEDURE:

1. When the Local Education Agency (LEA), the public school is coordinating the IEP

meeting, they will send home the Parental Rights with their notice of the IEP meeting

and/or give them to the parents while explaining them to the parents at the IEP meeting.

06-01-2017 Disabilities D-6


Dear Parents:

As a parent of a child who is receiving special services benefits, you have certain rights that are

protected by state of federal law. We want you to know your rights. Your rights are attached in

outline form under eight headings.

For a further explanation of these rights, you may contact the Disabilities Specialist at the

following address:


Concerted Services, Inc. Head Start

2100 Riverside Avenue

Waycross, GA 31501

Phone: 912-285-6083

Cordially,



D-6a


Parental Rights

YOUR RIGHTS AS PARENTS- REGARDING SPECIAL EDUCATION

CONCERTED SERVICES, INC. HEAD START

As a parent of a child who has been referred for special education services or who is already

receiving special education benefits, you and your child have certain rights, which are protected

by state or federal law. We want you to know about these rights.

RECORDS:

1. Right to examine all records relating to your child without unnecessary delay after

parents‟ request and before any meeting regarding an IEP or hearing and, in no

case, more than 45 days after request.

2. Right to have a representative appointed by you to review the records.

3. Right to request that the agency provide copies of the records if failure to provide those

copies would effectively prevent that parent from exercising the right to inspect and

review the records.

4. Right to have the agency presume that a parent has authority to inspect and review

records of his or her child unless agency has been advised that parent does not

have authority under state law.

5. Right to inspect and review only the information relating to their child if any education

record includes information on more than one child.

6. Right to have the public agency keep a record of parties obtaining access to education

records collected, maintained or used under this part ( except access by parents and

authorized employees of the participating agency), including the name of the party, the

date access was given, and the purpose for which the party is authorized to use the

records.

7. Right to have the participating agency search for or retrieve information without charge.

8. A parent may be charged a fee for copies of records, which are made for parents if the fee

does not effectively prevent the parents from exercising their right to inspect and review

those records.

9. Right to be informed of all types and locations of records being collected, maintained or

used by the agency.

10. Right to ask for an explanation of any item in the records.

11. Right to ask for an amendment of any record if it is inaccurate, misleading or violates the

privacy or other rights of the child.

12. Right to be informed of refusal and right to a hearing if the agency refuses to make the

requested amendment.

13. Right to have the agency decide whether to amend the information within, a reasonable

time after being asked to do so.

14. Right to be informed if the agency decides in a hearing that the information is inaccurate,

is leading or violates the child’s rights and the right to have the record amended.

15. Right to be informed of the parents‟ right to place a statement in the record commenting

on information or setting forth the parents‟ reasons for disagreeing with the agency

decision if it is decided in a hearing that information need not be amended.

06/01/2017 Disabilities

D-6b


Parental Rights

Page 2

16. Right to have the parents‟ explanation maintained in the record as long as the

contested record is maintained.

17. Right to have the parents‟ explanation disclosed if the contested record is disclosed.

CONFIDENTIALITY OF INFORMATION

1. Right to restrict access to your child’s records by withholding consent to disclose records.

2. Right to be notified and receive copies before information in your child’s file is

destroyed.

3. Right to be told to whom information has been disclosed,

4. Right to review and receive copies of all information sent to another agency where

your child seeks or is eligible to enroll.

INDEPENDENT EVALUATION:

1. Right to obtain an independent evaluation by a qualified examiner.

2. Right to have the independent evaluation obtained at either public or private expense

considered in either meetings where placement or program decisions are made or in

a hearing regarding a free appropriate public education.

3. Right to be told where an independent evaluation may be obtained at no expense or low

expense.

4. Right to an independent evaluation at public expense under the same criteria as those

used by the public agency under which the evaluation is obtained, including the location

of the evaluation if you disagree with the agency's evaluation, exempt that the public

agency has the right to initiate a hearing regarding the a free appropriate public

education to show that its evaluation is appropriate.

5. Right to an independent evaluation at public expense when the evaluation is requested by

a hearing officer during a hearing. "Evaluation" means procedures used in accordance

with Paragraph 300.530-300-534 to determine whether a child has a disability and the

nature and extent of the special education and related services that the child needs. This

term means procedures used 'electively with an individual child and does not include

basic tests administered to or procedures used with all children in a school, grade, or

class. "Independent educational evaluation" means an evaluation conducted by a

qualified examiner who is not employed by the public agency responsible for the

education of the child in question. "Independent educational evaluation at Public

expense" means that the public agency either pays for the full cost of the evaluation or

ensures that the evaluation is otherwise provided at no cost to the parent.

06-01-2017 Disabilities D-6b


Parental Rights

Page 3

NOTICE:

1. Right to be notified and present at all meetings before the agency initiates or changes (or

refuses to initiate or change) the identification, evaluation, placement or provision of a

free appropriate public education.

2. Right to have that notice in writing, in your native language, or other principal mode of

communication, at a level understandable to the general public.

3. Right to have the notice describe the proposed action, explain why it is proposed,

describe the options considered and explain why those other options were rejected.

4. Right to be notified of each evaluation procedure, tests record or report the agency

has used as a basis for any agency proposed action or basis for refusal.

5. Right to a description of any other factors, which are relevant to the agency's

proposed action or basis for refusal. 6. Right to be present at all IEP meetings.

7. Right to a notice that includes a full explanation of all the procedural safeguards available

to the parents.

8. Right of a parent, whose native language or other mode of communication is not a written

language, to have the notice translated orally or by other means in his or her native

language or other mode of communication; the right to understand the content of the

notice; and the right to written evidence that these requirements have been met.

9. Right to be notified of sources to contact to obtain assistance in understanding provisions

of Part B of the IDEA.

CONSENT:

1. Right to give consent before a pre-placement evaluation or a re-evaluation is conducted,

2. Right to give consent before initial placement can be made in special education.

3. Right to a description of the activity for which consent is requested including a list of

records (if any) which will be released and to whom.

4. Right to revoke consent at any time.

5. Right of the agency to proceed, in the absence of consent, to a hearing to determine if

your child should be evaluated or initially placed. Except for pre-placement evaluation,

reevaluation, and initial placement, consent may not be required as a, condition of any

benefit to the parent or child. "Consent" means that:

a. The parent has been fully informed of all information relevant to the activity for

which consent is sought, in his or her native language or other mode of

communication;

b. The parent understands and agrees, in writing, to the carrying out of the activity

for which his or her consent is sought, and the consent describes that activity and

lists the records (if any) which will be released and to whom; and

c. The parent understands that the granting of consent is voluntary on the part of the

parent and may be revoked at any time.

06/01/2017 Disabilities D-9



Parental Rights

Page 4

HEARINGS:

1. Right to present complaints with respect to any matter relating to the identification,

evaluation, or educational placement of your child, or the provision of a free appropriate

public education to your child, The complaint must include the name of the child, the

address of the residence of the child, the name of the school the child is attending, a

description of the nature of the problem of the child relating to such proposed initiation

or change, including facts relating to such problem, and a proposed resolution of the

problem to the extent known and available to you at the time.

a. Right to present complaints if you disagree with a determination of the evaluator

that your child's behavior was not a manifestation of your child's disability.

b. Right to mediation and/ or an impartial due process hearing whenever you file a

complaint as described in 1 of the sections and to an expedited due process

hearing whenever you file a complaint as described in 1a of this section.

2. Right to be told of any free or low-cost legal and other relevant services available (e.g.,

an expert on disability conditions that may be a witness at the hearing when parent

request information or parent or agency initiates a hearing),

3. Right to a hearing conducted by the state educational agency.

4. Right to have the hearing chaired by a hearing officer who is not employed by a public

agency involved in the education of your child or otherwise personally or professionally

interested in the hearing (the hearing officer is not an employee of the agency solely

because he or she is paid by the agency to serve as a hearing officer).

5. Right to a list of the persons who serve as hearing officers, including a statement of the

qualifications of each of those persons.

6. Right of parents or parties to be advised and accompanied at the hearing by counsel and

to be accompanied by individuals with special knowledge or training in problems of

the disabled.

7. Right to have your child present.

8. Right to have the hearing opened to the public.

9. Right of parents or parties to present evidence and confront, cross-examine and compel

the attendance of witnesses.

10. Right of parents or parties to prohibit the introduction of any evidence at the hearing that

has not been disclosed at least five days before the hearing.

11. Right of parents to have a written or, at the option of the parent, electronic verbatim

record of the hearing.

12. Right of parents or parties to obtain written or, at the option of the parents, electronic

findings of facts and decisions within 45 days after the local education agency received

the initial request for the hearing, except that the hearing officer may grant a specific

extension of time at the request of either party.


D-6b


Parental Rights

Page 5

13. Right of parents or parties to a final decision made by the hearing officer, unless a

party brings a, civil action.

14. Right to have a hearing or an appeal set at a time and place reasonably convenient to you

and your child,

15. Right of aggrieved parents or parties to appeal the decision of the hearing officer by

bringing a, civil action in state or federal court.

16. Right to have your child remain in his or her present educational placement until

completion of all hearing and appeal proceedings, unless you and the agency agree

otherwise.

17. Might to have child remain in his/her present educational placement until the completion

of all the proceedings,

18. Under the Disabled Children's Protection Act, P,L, 99-372 [20 [Y.S.C. 1415(e)(4)(B)),

parents who prevail in a due process hearing or a court action may recover attorney's

fees and costs as ordered by the court, Attorney's fees and costs in such cases cannot be

awarded by regional or state hearing officers.

19. At least five (5) business days prior to a hearing conducted pursuant to paragraph (1),

each party shall disclose to all other parties all evaluations completed by that date and

recommendations based on the offering party's evaluations that the party intends to use

at the hearing. A hearing officer may bar any party that fails to comply with this

provision from introducing the relevant evaluation or recommendation at the hearing

without the consent of the other party.

EVALUATION PROCEDURES:

1. Right to have a. full and individual evaluation of your child's educational needs,

2. Right to have the evaluation made by a multi-disciplinary team including at least one

specialist with knowledge in the area of the suspected disability.

3. Right to have your child assessed in all areas related to the suspected disability.

4. Right to have appropriate tests administered by qualified examiner.

5. Right to have more than one criterion used in determining the appropriate educational

program for your child.

6. Right to have the evaluation made in your child's native language or mode of

communication.

7. Right to have a reevaluation in less than three years if you or your child's teacher

requests it,



Parental Rights

Page 6

LEAST RESTRICTIVE ENVIRONMENT:

1. Right to have your child educated with non-disabled children to the maximum

extent appropriate.

2. Right to have your child remain in a regular education environment, unless a special

class or separate school is needed. Removing a child from a regular class environment

should be done only when the nature or severity of the disability is such that

education in the regular class with the use of supplementary aids and services cannot

be achieved satisfactorily.

3. Right to have a continuum of alternative placements so that removal from the

regular educational program can be the least restrictive situation.

4. Right to have supplementary services such as resource room or itinerant instruction

to make it possible for your child to remain in a regular class placement.

5. Right to have placement in the school your child would attend if non-disabled, unless

the child's individualized education program requires some other arrangement, and

right to participate in non-academic and extracurricular and activities such as meals,

recess, counseling, athletics and special interest groups.

CONCLUSION:

As parents of a child with disabilities, you and your child have many rights, and with these

rights, there are certain responsibilities. The Head Start Program is responsible for safeguarding

your rights. You, in turn, should attempt to keep the Head Start Program informed of things that

affect your child's education. You also are urged to assist the school by attending Individualized

Education Program conferences and by keeping the lines of communication open at all times.

When you have concerns about your child's education, it is important to tell your school

principal or coordinator of special education.

If you would like a further explanation of any of these rights, you may contact Concerted

Services, Inc., Head Start 912-285-6083.

Revised 06-01-2017 Disabilities D-6b


Subject: Recruitment of Disability Children




Executive Board

POLICY:

In order to reach those most in need of services, a program must develop and implement a

recruitment process designed to actively inform all families with eligible children within the

recruitment area of the availability of program services, and encourage and assist them in

applying for admission to the program. A program must include specific efforts to actively locate

and recruit children with disabilities and other vulnerable children, including homeless children

and children in foster care.

PROCEDURE:

1. The Program will adhere to the recruitment and enrollment procedures as outlined in the Recruitment, Selection, and Enrollment policies and procedures.

2. The Disabilities staff, along with other designated staff, will communicate and

coordinate with the LEA; health professionals; mental health providers; social services

agencies; and special service professionals to solicit and initiate referrals to the Head

Start Program.

All Head Start staff who engages in recruitment and enrollment efforts will be advised

on the provisions of 45CFR Part 84; Nondiscrimination on the Basis of Disability in

Program Activities Receiving or Benefiting from Federal Financial Assistance; and of

the American with Disabilities Act of 1990.

3. The Program will access resources and a plan for placement options, such as dual

placement, use of resource staff and training, so that a child with a disability for whom

Head Start is an appropriate placement according to the child’s IEP is not denied

enrollment because of:

a. Staff attitude

b. In accessibility of facilities

c. Unfamiliarity with the disabling condition

d. Need for special equipment or personalized special services

e. No child shall be denied enrollment solely on the basis of the disability or

its severity

f. The Program’s established eligibility and selection criteria for all children applies

to children with disabilities

Revised 06-01-2017 Disabilities D-7





Subject: Diagnosed Suspected Disability




POLICY:

In order to comply with ACFR mandate for reporting children with disabilities, a professional

diagnosis of any disabilities must be obtained.

PROCEDURE:

Diagnosed disabilities can only be identified through an IEP/IFSP that will be current the first

day the child starts school. If you find out a child has been receiving services from a Part C

Agency (ex: Babies Can't Wait) and has an IFSP, that child can only be coded as suspected. That

code cannot be changed until the Board of Education evaluates and you receive a copy of

the IEP that has been signed by the parent.

When completing an application, the Head Start Family Advocate will:

1. If the FA receives an IEP stating the child qualifies for services and it will be current the

first day that child starts school, the FA will go back and change the disability status

from "X" to the correct diagnosed code (this will depend on what the BOE or Private

SLP diagnoses are).

2. If the BOE or Private SLP evaluates and sends the FA an IEP stating the child does not

qualify for services, the FA will go back and change the disability status from "X" to

"R" which means referred not diagnosed,

3. If a child has a Health problem, the Family Advocate will call and discuss the

situation with the Disability Specialist before sending a Diagnostic Report.

4. If it is decided that the Family Advocate needs to send a Diagnostic Report to the

child's physician, the Family Advocate will do the following:

5. Get the request/release form signed by the parent.

6. Complete the top portion of the report put the center's address on the bottom of

the second page, attached letter.

7. Mail the request/release form and the diagnostic form to the physician. When the FA

receives this information back, they will make a copy for their files, enter information in

case notes, and send the original to the Disability Specialist. ALL DISABILITY

INFORMATION KEPT IN A LOCKED AREA.

8. If the child has a Health problem that is severe enough to be a disability, the

Disability Specialist and Health Specialist will ensure an individual health care plan is

completed for this child.

9. The Disability Specialist will make sure, through monitoring and follow-up, services are

facilitated in a timely manner according to the Performance Standards.

Revised 06-01-2017 Disabilities D-8


Dear-Provider:

In order for Concerted Services, Inc., Head Start Program to comply with federal mandates

and to provide services to children with disabilities, the Head Start Program must have

professional diagnosis, with written confirmation of any medical conditions that would restrict

participation in physical activities or would require a special diet.

A copy of the "Information Request/Release" form signed by the parents is enclosed.

Please complete the enclosed Diagnostic Report form and return it to the Concerted Services,

Inc., Head Start Program Disabilities Component for review. This information will be used in

developing an appropriate Individual Child Plan.

Thank you for your assistance.

The Disabilities Specialist

cc: File\

Revised 11-07-2016 Disabilities D-8a


DIAGNOSTIC REPORT

Date mailed: _______________________________Date Due: ___________________________

REFFERING AGENCY CHILD INFORMATION

Diagnostician: _____________________________Child’s Name: ________________________

Title: _____________________________________Date of Birth: ________________________

Agency: __________________________________Parent/Guardian: ______________________

Address: __________________________________Address: ____________________________

Telephone: ________________________________Telephone:___________________________

1. Please number the disabling condition(s) that applies in reference to primary and

secondary diagnostic criteria: (If the child has multiple disabling conditions, number

the primary conditions “I”, the secondary condition(s) “2”, etc.)

_ _ _ _ _ Bl indness /v i s ual impai rment Speech/ language impai rment

_____ Deafness/hearing impairment Health/development impairment

_ _ _ _ _ P h y s i c a l i m p a i r m e n t D e v e l o p m e n t a l l y i m p a i r e d

____ Spec i f i c l ea rn in g d i so rder Emot iona l behav io ra l d i so r de r

_ _ _ _ _ D eve lo pmen ta l l y d e l a yed T r aumat i c b ra in in ju r y

____ Intellectual Impairment

______Other:

2. Diagnosis: ________________________________________________________________

3. Please list instructions used in diagnosing this child. Please include any special

consideration given due to social-economic or cultural factures.

_________________________________________________________________________

_________________________________________________________________________

4. Severity of Impairment: _____________________________________________________

Prognosis: ________________________________________________________________

Revised 06/01/2017 Disabilities D-8b


Diagnostic Report

Page 2

5. List all prescription medication and dosage: ____________________________________

6. Functional Assessment: ____________________________________________________

Strengths: _______________________________________________________________

Weaknesses: _____________________________________________________________

7. Date of evaluation: ________________________________________________________

8. Date child was first diagnosed (if know): _______________________________________

7. Check the following services needed for this child:

____ Special Education _____Visual Training

_____Speech/language therapy _____Auditory training

_____Occupational therapy _____Psychotherapy

_____Physical therapy _____Family counseling

_____Change in home/school

8. Special equipment. Please list any specialized/assistive equipment that this child may

have or need to function as independently as possible. ____________________________

9. Special/restrictive instruction needed in the Head Start classroom: ___________________

10. List all agencies, of which you are aware, that currently provide services for this child

and family:

________________________________________________________________________



Diagnostic Report Page 3

13. Did you recommend this child for additional services? Please note that specialized service such as speech/language, occupational, and physical therapy need an evaluation.

______Yes _____ No

If yes, state to what agency and why: ________________________________________________

Diagnostician signature/title: ______________________________________________________

Date: _________________________________________________________________________

PLEASE RETURN COMPLETED FORM TO:



Subject: Information Release Request


Program: Head Start / Early Head Start


Executive Board

POLICY:

The parent of legal guardian shall give written permission before CSI Head Start

Program will release and / or request information from other agencies.

PROCEDURE:

1. Specialists or Family Advocates will obtain permission in writing from

parents/guardians, from EHS 206 – “Information Release /Request”-found in the Health

Section to request information concerning the child from other agencies or health

providers or to release information to other agencies. Specialists or Family Advocates

will complete the Information Release/Request from prior to obtaining parent/guardian

permission.

Revised 06/01/2017 Disabilities D-9


Outside Agency Medical Information Letter

Date: ______________________________________________________

Dear _______________________________________________________ (Outside Agency)

__________________________________________________________ (Child’s Name)

Medical History is enclosed for your agency’s use for assessments and /or treatment. A copy of

the, ‟Information Release/ Request” form signed by the parent is enclosed.

Thank you in advance for your assistance.

Disabilities/Mental Health Specialist

Cc: File

Revised 06/01/2017 Disabilities D-9a


Subject: Disabilities File Maintenance


Program: Head Start / Early Head Start


Executive Board

POLICY:

A complete file will be maintained in the Disabilities Office for all children with disabilities.

PROCEDURE:

1. The Disabilities Specialist will maintain a complete file on each child diagnosed with a disability.

2. Files maintained in the Disabilities Specialist Office will contain originals of completed diagnostic forms and copies of other forms.

3. Files will be stored in Alphabetical order by county in a locked cabinet.

4. Forms directly related to the child’s class participation, such as the “IEP‟ and the

‟Primary Profile Sheet‟ will also be filed in classroom file.

5. LEA provider will provide copies of completed forms to the teacher to place in

the child’s classroom files, appropriate.

6. Files will be maintained for at least three years after the child leaves the program.



Subject: Monthly Confirmation of Treatment/ Progress Report




Executive Board

POLICY:

All Professionals performing special services to Head Start/Early Head Start children must give

regular progress updates to the education staff. Parents will receive progressive reports

periodically (depending on when the LEA/Part C sends theirs out) regarding their child’s

progress and services provided. Professionals providing special services will be available to

provide one-on-one information to the parent.

PROCEDURE:

Monthly Log:

1. Professionals providing treatment to Head Start/Early Head Start students will complete

the “Monthly Confirmation of “Treatment” form, (see next page) each time services are

provided.

2. The teacher will maintain a folder with these forms in the classroom marked confidential.

3. The professional will complete and sign the “Monthly Confirmation of Treatment” form

located in the classroom each time he/she works with a child.

4. The “Monthly Confirmation of Treatment” is to be reviewed for accuracy and submitted

by the 5th day of the month by the Center Coordinator/Lead Teacher (even if a

Professional providing treatment to Head Start students did not come that Month). The

Disabilities Specialist will follow-up with Center Coordinator/Lead Teacher to assure the

form is completed and submitted to document services are provided as stated on

IEP/IFSP.

Progressive Reports:

1. The LEA will send home progress notes to the parents according throughout the year.

The LEA will give the classroom teacher a copy and the classroom teacher will forward

a copy to the Disabilities Specialist.

2. In the case the Head Start Program is providing the needed individualized services, the

teacher will provide the progress report for the parents according to the progress of the

child in regards to goals in the Individualized Child Plan.

3. Contracted professional will give the classroom teacher notes of the progress notes

accordingly throughout the year on the children they are serving to send home to the

parent (see next page for form used). The classroom teacher will forward the

Disabilities Specialist a copy.



Monthly Confirmation of Treatment

Month/Year: __________________Center: ____________________________ Room: ______

Service Codes:

SLP=Speech/Lang. Therapy OT=Occupational Therapy MHC=Mental Health Counseling

PIP=Sp Ed Instruction PT=Physical Therapy ABA=A. Behavior Analysis

VI =Vision Imp. Instruction HI=Hearing Imp. Instruction PA=Paraprofessional Support BOE=Board of Education BCW=Babies Can’t Wait PP=Private Provider

Date Service

Code

Time

Session

Ends

Time

Session

Begins

Child’s Name Provider/Service/Agency

List

8/5/17 S L P 9:35 9:02 J. Barnes, T. Smith EX: Susan Smith, SLP, BOE EX: Tom Snow, MHC, PP

Return to: Disabilities Specialist

Revised 06/2017 Disabilities EHS 313 D-11a


SPECIAL SERVICES/INDIVIDUAL CHILD PLAN PROGRESS REPORT

Child’s Name: __________________________________ Date: ____

Center: ________________________________________ Location Id:

Child was seen for: (check one)

Other (describe): _________________________________

Brief description of services rendered: _______________ _________

Brief description of child’s progress: ________________

Provider Signature Title/Agency Affiliation

Developmental Delays

Physical therapy

Occupational therapy

Speech therapy

___

___

___

___

Revised 06/01/2017 Disabilities EHS 314 D-11b


Subject: Referral to LEA/Part C




Executive Board Regulation

POLICY:

ALL SUSPECTED CHILDREN WILL BE REFERRED TO LEA/PART B or BCW/PART

C

PROCEDURE:

WHEN A HEAD START CHILD SCORES OVERALL POTENTIAL DELAYED ON

THE DIAL 4 OR WHEN AN EHS CHILD SCORES IN THE GRAY AREA ON THE

AGES AND STAGES.

1. Center Coordinator/Lead Teacher will provide a copy of DIAL-4/Ages and Stages to the

Education Specialist and Disabilities Specialist.

2. The Center Coordinator/Lead Teacher will make a referral to Babies Can’t Wait within

two weeks for the children who scored in the gray area on the Ages and Stages screening

tool. For children that scored overall potential delayed on the DIAL-4, the Center

Coordinator/Lead Teacher shall document the concern, direct classroom interventions

(Individual Service Plan), and refer children to the public school system.

a. The Center Coordinator/Lead Teacher will use the Referral for Special Services

for LEAs and for Babies Can’t Wait

b. If the school system uses RTI method, they will need to provide their forms to

be filled out by Head Start/Early Head Start teachers. Also, teachers can use the

Individual Service Plan from which they can transfer the information onto the

LEA’s RTI paperwork.

3. The Center Coordinator/Lead Teacher will get the contact person form the School

System/Babies Can’t Wait to sign the Special Services Referral Sign-Off Sheet if given

in person, and/or keep a copy of the faxed forms for filing (EHS 317).

4. The Center Coordinator/Lead Teacher will file a copy of the referral form in the child’s

educational file and put the Referral Sign-Off Sheet in the Confidential Disabilities file

that is kept in a locked file Cabinet with a copy sent to the Disabilities Specialist and

Family Advocates for entrance into Childplus program.

5. The Center Coordinator/Lead Teacher will follow the referrals and the use of the

Individual Service Plan until the child has a signed IFSP/IEP, or paperwork stating the

child does not qualify for services.

Revised 06/01/2017 Disabilities EHS 317 D-12


CSI HEAD START PROGRAM

P.O. BOX 1965

2100 RIVERSIDE AVENUE

WAYCROSS, GEORGIA

31502 912-285-6083

REFERRAL FOR SPECIAL SERVICES

Referral Date:

Head Start Center:

To: From: (Agency/Organization) (Agency/Organization)

(Contact Person) (Contact Person)

(Address) (Address)

(City/State) (City/State)

(Phone) (Phone)

RE: Child: D.O.B.:

Age: ________

Parent(s)/Guardian(s): ____________________________________________________________

(Address) (City) (State) (Zip) (Phone)



Referral for Special Services

Page2

Reason for Referral: (Please mark one of the following)

1. Suspect or failed developmental screening

2. Known medical condition (name)

3. Speech and/or language delay

4. Other

Services Presently Receiving: _____________________________________________________

My signature below gives authorization for the referring agency and/or person to release

identifying information (Vision & Hearing, Developmental Screening, Medical Records)

this includes any necessary records on my child to Babies Can’t Wait (Part C Agency) or

other agency listed here:

Parent/Guardian Signature: ________________________________Date: ___________________

Witness: ______________________________________________ Date:



SPECIAL SERVICES REFERRAL SIGN-OFF SHEET

The children listed below have been referred to _________________________ (Agency’s Name)

On _____________________________ for further testing. (Date)

1.

2.

3.

4 .

5.

6.

7.

8.

9.

1 0 .

1 1 .



Subject: Refusal of Authorization for Health Services or Special Services




Executive Board

REPOLICY:

Staff obtains timely informed and written parental consent for authorization of all health services

provided or arranged. When families refuse authorization, those refusals will be documented.

PROCEDURES:

1. If parents raise concerns about recommended procedures, the Health Specialist, Family

Advocate or other appropriate Specialists will speak to them concerning why they

refuse treatment and describe the benefits and reasons for the recommended procedure.

2. If the parents express discomfort working with a provider or have concerns regarding

services, the Family Advocate, Health Specialist, or appropriate Specialist assumes the

role of Services Advisory as needed.

3. If all attempts have been made to get the parent to give authorization, refusal must be

documented on the Refusal of Authorization for Health Services, EHS 221.



Subject: Individual Health Care Plan




Executive Board

POLICY:

Develop and implement a follow-up plan for any condition identified so that any needed

treatment would be coordinated. The individual Health Care Plan will be reviewed annually, or

as often as needed. It will be revised as needed. The confidentiality and dignity of each child will

be maintained.

PROCEDURE:

A Health Care Plan is an individualized, written communication shared by those who care for a

child with a chronic health condition. It will list specific health concern for a particular child and

outlines any steps or precautions that must be taken. Not all children who have medical needs

will require a health plan. The plan will be for children whose health condition impacts the

classroom setting. Please refer to Health section for policy and procedures. Also, the Individual

Health Care Plan form is located in Health section.



Subject: Transitioning from EHS to HS and/or HS to Kindergarten




Executive Board

Policy: For children with an IFSP/IEP who are transitioning out of Early Head Start or

Head Start, collaborate with the parents, and the local agency responsible for

implementing IDEA, 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 and to ensure steps are undertaken in a timely and appropriate manner to

support the child and family as they transition to a new setting.

Procedures:

1. Head Start and Early Head Start teachers of the children with IFSPs and IEPs

will attend transition meetings. The Disabilities/Mental Health Specialist and

Education Specialist will attend all transition meetings as well.

2. The local county public school board personnel and the Babies Can’t Wait

personnel set up the transition meetings. Head Start Staff stated in the above

paragraph will join the transition meetings to support and help the parents

advocate for their child.

3. Also, See Education Policies and Procedures for additional transition activities.

06/01/2017 Disabilities D-15


Subject: Emergency Evacuation



Approved: Executive Director, Policy Council

Executive Board

POLICY:

In case of an evacuation for whatever reason (fire, tornado, etc.) during the hours of 7:30 a.m. –

3:00 p.m. the following should be done:

PROCEDURES:

The Center Coordinator/Lead Teacher or the person in charge of the Center’s operation should:

1. Ring the fire alarm bell one long time (approximately 2 minutes).

2. Teachers of each classroom should start immediately evacuating the children. This

includes children with disabilities (wheelchairs, crutches, braces, etc.) by removing them

from the premises safely to the exit nearest the classroom (lunchroom, playground). Use

the same exits you are assigned for fire drills. (Please attach fire exit plan).

3. After children with disabilities have been removed from the premises safely, a quick health check should be made.

4. The person in charge of the day-to-day operations should make a safety check to make

sure all children with disabilities have been removed from the premises and are

accounted for.

5. Evacuation plan for disabled children should be posted near the door in each classroom

(D-39/EHS 316).



EMERGENCY EVACUATIN FOR CHILDREN WITH DISABILITIES

In case of an emergency evacuation for whatever reason (fire, tornado, etc.) during the hours of

7:30 a.m. – 3:00 p.m., the following should be done:

The Center Coordinator/Lead Teacher or the person in charge of the center’s operation should:

1. Ring the fire alarm bell one long time (approximately 2 minutes).

2. Teachers in each classroom should start evacuating the children with disabilities

immediately (in wheelchairs, on crutches, braces, etc.) by removing them from the

premises safely to the exit nearest their classroom (lunchroom, playground, etc.). If you

are in your classroom, use the exit you are assigned for fire drills. If you are in the

lunchroom, playground, etc., please use the nearest exit.

3. After children with disabilities have been removed from the premises safely, a

quick health check should be done.

4. The person in charge of the day to day operations should do a safety check to make

sure all of the children with disabilities have been removed from the premises and are

accounted for.

Revised 06/2017 Disabilities EHS 316 D-16a

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