Transcript
Page 1: It Takes A Community .

It Takes A Community . It Takes A Community . . .. .

Serving Preschoolers with Disabilities:Understanding Eligibility and Services

LEALEAHMGHMG

HeadHeadStartStart

MRDDMRDD

ChildChildCareCare

CommunityCommunityPreschoolsPreschools

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These materials were developed through funds provided by the Ohio Department of Education,Office of Early Learning and School Readiness, to Kent State University/Family Child Learning Center.

Page 2: It Takes A Community .

An OverviewAn Overview

It Takes A Community . . .o Has been developed in collaboration with Head Start

Disability Coordinatorso Includes this powerpoint presentation, a case study,

and handouts for staff and familieso Is divided into “topics”

The topicso Can be combined or used separately

The materialso Can be combined or used separately (powerpoint

and/or case study and/or handouts)

It Takes A Community . . .It Takes A Community . . .

LEALEA

HMGHMG

HeadHeadStartStart

MRDDMRDD

ChildChildCareCare

CommunityCommunityPreschoolsPreschools

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Information in This Information in This Powerpoint Powerpoint PresentationPresentation

1.1. Why Screening Is Important Why Screening Is Important (Slide #7)(Slide #7)

2.2. Culture Matters When We Talk to Families Culture Matters When We Talk to Families ((Slide #23)Slide #23)

3.3. Head Start and LEAs Are Asked to Work Together Head Start and LEAs Are Asked to Work Together (Slide # 32)(Slide # 32)

4.4. Which Children Are Eligible for Preschool Special Which Children Are Eligible for Preschool Special Education in Ohio? Education in Ohio? (Slide #40)(Slide #40)

5.5. How the Schools Decide If a Child Is Eligible: How the Schools Decide If a Child Is Eligible: Methods and Timelines Methods and Timelines (Slide #56)(Slide #56)

6.6. Our Head Start Info Is Important Our Head Start Info Is Important (Slide #66)(Slide #66)

7.7. The IEP and Preschool Special Education Services The IEP and Preschool Special Education Services (Slide #71)(Slide #71)

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Accompanying Accompanying HandoutsHandouts Anthony: A Case StudyAnthony: A Case Study The Top Eleven MythsThe Top Eleven Myths Where Does Our Head Start Data Fit?Where Does Our Head Start Data Fit? List of Important AcronymsList of Important Acronyms ODE Forms: PR-01,PR-04, and PR-05ODE Forms: PR-01,PR-04, and PR-05 Annotations for the New ETR PR-06 FormAnnotations for the New ETR PR-06 Form Annotations for the New IEP PR-07 FormAnnotations for the New IEP PR-07 Form Disability Categories from ODE’s Operating StandardsDisability Categories from ODE’s Operating Standards Responsibilities During the Eligibility Process for Part B Responsibilities During the Eligibility Process for Part B

Preschool EducationPreschool Education Eligibility for Part B Preschool Special Education ServicesEligibility for Part B Preschool Special Education Services The Individualized Education Program (IEP)The Individualized Education Program (IEP) Requirements of Part B Preschool Education ServicesRequirements of Part B Preschool Education Services

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Why Do I Need to Why Do I Need to Know This Know This Information?Information? So I can talk to families about developmental So I can talk to families about developmental

screeningscreening So I can understand how Head Start is asked to So I can understand how Head Start is asked to

work with the schoolswork with the schools So I will know what the schools do when I So I will know what the schools do when I

suspect a child might have a delay or disabilitysuspect a child might have a delay or disability So I can help families understand the process if So I can help families understand the process if

their child has a suspected delay or disabilitytheir child has a suspected delay or disability So I can support and advocate for familiesSo I can support and advocate for families

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Important AcronymsImportant Acronyms

ODE: Ohio Department of EducationODE: Ohio Department of Education LEA: Local Educational Agency (school district)LEA: Local Educational Agency (school district) IDEA (also known as IDEIA): Individuals with Disabilities IDEA (also known as IDEIA): Individuals with Disabilities

Education (Improvement) ActEducation (Improvement) Act Part B: The component of IDEA that applies to children 3-22 Part B: The component of IDEA that applies to children 3-22

with disabilitieswith disabilities Part C: The component of IDEA that applies to infants and Part C: The component of IDEA that applies to infants and

toddlers with disabilitiestoddlers with disabilities ETR: Evaluation Team ReportETR: Evaluation Team Report IEP: Individualized Education ProgramIEP: Individualized Education Program FAPE: Free and Appropriate Public EducationFAPE: Free and Appropriate Public Education LRE: Least Restrictive EnvironmentLRE: Least Restrictive Environment

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SECTION 1:SECTION 1:

WHY SCREENING IS WHY SCREENING IS IMPORTANTIMPORTANT

Suggested Handouts:Suggested Handouts:• List of Important AcronymsList of Important Acronyms• Copies of the screening tools used in your programCopies of the screening tools used in your program• Your program’s protocol when a child fails a screeningYour program’s protocol when a child fails a screening• Responsibilities During the Eligibility ProcessResponsibilities During the Eligibility Process

It Takes A Community . . .It Takes A Community . . .

LEALEA

HMGHMG

HeadHeadStartStart

MRDDMRDD

ChildChildCareCare

CommunityCommunityPreschoolsPreschools

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What is developmental What is developmental screening?screening? Developmental screening compares a Developmental screening compares a

child’s development to other children the child’s development to other children the same age (standardized norms)same age (standardized norms)

Developmental screening helps us Developmental screening helps us understand if the child is learning basic understand if the child is learning basic skills when he or she shouldskills when he or she should

Screening ≠ DiagnosisScreening ≠ Diagnosis Screening identifies children who should Screening identifies children who should

receive more intensive evaluation or receive more intensive evaluation or diagnosisdiagnosis

-- www.concernedaboutdevelopment.org

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Why is screening Why is screening important?important? In the US about 17% of children have a In the US about 17% of children have a

developmental delay in developmental delay in anyany area (including area (including social-emotional development and behavior)social-emotional development and behavior)

Less than half are identified before starting Less than half are identified before starting schoolschool

Most of the time, children will not outgrow Most of the time, children will not outgrow these problemsthese problems

Many of these children may need some Many of these children may need some additional help to benefit from programs like additional help to benefit from programs like oursours

-- www.concernedaboutdevelopment.org

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Delayed development is common!Delayed development is common!

Disorder Prevalence per 1000 children

Cerebral Palsy 2-4

Intellectual Disabilities 10

Autism 2-7

Epilepsy 4-9

Speech and Language Disorders 20-60

Behavior Disorders 3-15

Hearing Loss 1-2

Vision Impairment 0.4-0.8

Yeargin-Alsopp et al., in Capute and Accardo, 2008

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Screening helps us to . Screening helps us to . . .. .

Understand how the children in our Understand how the children in our program are learningprogram are learning

See if our children are “on track”See if our children are “on track” Improve our teaching and curriculum Improve our teaching and curriculum

strategiesstrategies Talk to parents about their child’s Talk to parents about their child’s

developmentdevelopment Identify which children might benefit from Identify which children might benefit from

specialized services provided by their specialized services provided by their public schoolpublic school

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What does screening What does screening look like in our program?look like in our program?

What tools do we use?What tools do we use? What developmental areas do we What developmental areas do we

look at?look at? When do we use them?When do we use them?

What happens when a child What happens when a child doesn’t pass a screen?doesn’t pass a screen?

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SECTION 3:SECTION 3:

HEAD START AND HEAD START AND LEAS ARE ASKED TO LEAS ARE ASKED TO WORK TOGETHERWORK TOGETHER

Suggested Handouts:Suggested Handouts:• List of Important AcronymsList of Important Acronyms• The The Interagency Agreement Interagency Agreement between your Head Start and your local between your Head Start and your local school(s)school(s)• Responsibilities During the Eligibility ProcessResponsibilities During the Eligibility Process

It Takes A Community . . .It Takes A Community . . .

LEALEA

HMGHMG

HeadHeadStartStart

MRDDMRDD

ChildChildCareCare

CommunityCommunityPreschoolsPreschools

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Head StartHead Start Act of 2007 Act of 2007

In fiscal year 2009, In fiscal year 2009, 10%10% of the children of the children actually enrolled by each Head Start and actually enrolled by each Head Start and each delegate agency will be children each delegate agency will be children with disabilities who are determined to with disabilities who are determined to be eligible for special education and be eligible for special education and related services, or early intervention related services, or early intervention services, as appropriate, as determined services, as appropriate, as determined by IDEA by the state or local agency by IDEA by the state or local agency providing services under 619 or Part C providing services under 619 or Part C of IDEA.of IDEA.

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Head Start and Part B Head Start and Part B PreschoolPreschool

• A concern for children with A concern for children with

disabilitiesdisabilities

• A concern for “integration”A concern for “integration”

• An emphasis on strengthsAn emphasis on strengths

• An emphasis on promoting child An emphasis on promoting child

developmentdevelopment

• An increasing emphasis on An increasing emphasis on

outcomes and accountabilityoutcomes and accountability

• Budget and staffing concerns Budget and staffing concerns

• EligibilityEligibility

• School yearSchool year

• Purpose of the programPurpose of the program

• Regulatory oversightRegulatory oversight

SimilaritiesSimilarities DifferencesDifferences

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Head Start to LEAHead Start to LEAReferral ProcessReferral Process

Each Head Start program must develop a written Each Head Start program must develop a written

Disability Service Plan, which must include written Disability Service Plan, which must include written

procedures for making referrals to the LEA:procedures for making referrals to the LEA: Why the referral is being made

What information should be included

A release of information to accompany all referrals

How parents will be advised of their rights

HSPPS 1308.4HSPPS 1308.4

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With consent from the family, the HS Disabilities With consent from the family, the HS Disabilities

Coordinator must refer a child to the LEA for evaluation Coordinator must refer a child to the LEA for evaluation

as soon as the need is evident.as soon as the need is evident.

The LEA is responsible for initiating the eligibility process.The LEA is responsible for initiating the eligibility process.

If the child is eligible, the LEA is responsible for If the child is eligible, the LEA is responsible for

developing the IEP and ensuring a free and appropriate developing the IEP and ensuring a free and appropriate

public education (FAPE).public education (FAPE).

Head Start should actively participate in the IEP process Head Start should actively participate in the IEP process

and in delivering services.and in delivering services.

ODE, 2007

Head Start to LEAHead Start to LEA1717

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Interagency Interagency AgreementsAgreements

Each school district shall develop an Each school district shall develop an

annual review of interagency agreements annual review of interagency agreements

with all partners to ensure a free with all partners to ensure a free

appropriate public education (FAPE) is appropriate public education (FAPE) is

provided to all preschool children with provided to all preschool children with

disabilities between the ages of three disabilities between the ages of three

through five residing in the school through five residing in the school

district.district.

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Interagency Interagency Agreement PartnersAgreement PartnersAt a minimum, LEAs (schools) must develop At a minimum, LEAs (schools) must develop

agreements with the following partners:agreements with the following partners:

Head StartHead Start FCFC-HMGFCFC-HMG

MRDDMRDD

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Your Local Head Start -Your Local Head Start -LEA AgreementLEA Agreement

Should define Should define What information is required by

each agency To whom and where to send it How to go about the process

The LEA evaluation must occurr The LEA evaluation must occurr within 60 days of written parental within 60 days of written parental consent given to the LEA.consent given to the LEA.

2020

LEALEA

HeadHeadStartStart

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SECTION 4:SECTION 4:

WHICH CHILDREN ARE WHICH CHILDREN ARE ELIGIBLE FOR PRESCHOOL ELIGIBLE FOR PRESCHOOL SPECIAL ED IN OHIO?SPECIAL ED IN OHIO?

Suggested Handouts:Suggested Handouts:• List of Important AcronymsList of Important Acronyms• Eligibility for Part B Preschool Special EducationEligibility for Part B Preschool Special Education• Disability Categories (from ODE’s Disability Categories (from ODE’s Operating StandardsOperating Standards))• Responsibilities During the Eligibility ProcessResponsibilities During the Eligibility Process

It Takes A Community . . .It Takes A Community . . .

LEALEA

HMGHMG

HeadHeadStartStart

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ChildChildCareCare

CommunityCommunityPreschoolsPreschools

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Part B Preschool:Part B Preschool:

A Preschool Child with a A Preschool Child with a

DisabilityDisability

A preschool child with a disability is a A preschool child with a disability is a

child whochild who– Is at least 3 years old and not age 6Is at least 3 years old and not age 6

– A child younger than 3 may meet the age A child younger than 3 may meet the age

requirement requirement if the child will be 3 by if the child will be 3 by

December 1 December 1 of the current calendar year of the current calendar year

and may participate in special education and may participate in special education

and related services as a Part B preschool and related services as a Part B preschool

child before December 1 of the current child before December 1 of the current

calendar yearcalendar yearODE Procedures & Guidance,February 2009

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Eligibility for Part B Eligibility for Part B PreschoolPreschool

Each school district must conduct Each school district must conduct a full and individual evaluation in a full and individual evaluation in accordance with rule 3301-51-06 accordance with rule 3301-51-06 of the Administrative Code before of the Administrative Code before the initial provision of special the initial provision of special education and related services to education and related services to a preschool child with a disabilitya preschool child with a disability

ODE Procedures & Guidance,February 2009

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Eligibility for Part B PreschoolEligibility for Part B Preschool

The following The following developmental areasdevelopmental areas must be must be assessed with assessed with at least one sourceat least one source of information: of information:– Adaptive behaviorAdaptive behavior– CognitionCognition– CommunicationCommunication– HearingHearing– VisionVision– Sensory/motor functioningSensory/motor functioning– Social-emotional functioningSocial-emotional functioning– Behavioral functioningBehavioral functioning

Sufficient resources must be available to conduct Sufficient resources must be available to conduct evaluations during the summer monthsevaluations during the summer months

ODE Procedures & Guidance,February 2009

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Eligibility for Part B Eligibility for Part B PreschoolPreschool

Sufficient info shall be obtained using Sufficient info shall be obtained using a varietya variety of of sourcessources

No single sourceNo single source of info can be used to determine of info can be used to determine eligibilityeligibility

Multiple sources of informationMultiple sources of information include (but are include (but are not limited to)not limited to)– Information from Part CInformation from Part C for children transitioning for children transitioning

from early intervention servicesfrom early intervention services– Structured observationsStructured observations in in more than one settingmore than one setting

and in and in multiplemultiple activities activities– InformationInformation provided by the provided by the parent or caregiverparent or caregiver– Criterion-referencedCriterion-referenced and and norm-referenced norm-referenced

evaluationsevaluationsODE Procedures & Guidance,February 2009

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Eligibility for Part B Eligibility for Part B PreschoolPreschool

Data obtained through the methods Data obtained through the methods may not agree. may not agree.

Based on the multiple sources of info, a Based on the multiple sources of info, a group of qualified professionals and the group of qualified professionals and the parent of the childparent of the child shall determine if shall determine if the child has a disability and is eligible the child has a disability and is eligible for special education and related for special education and related services.services.

ODE Procedures & Guidance,February 2009

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ODE GuidanceODE Guidance

There are There are threethree scenarios scenarios that make a child eligible for that make a child eligible for preschool special education.preschool special education.

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Scenario #1Scenario #1

Based on the evaluation,the child meets the criteria

of a disability category.

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A preschool child with a disability is a A preschool child with a disability is a

child who has one of the following child who has one of the following

disabilities*:disabilities*: AutismAutism

Cognitive disabilityCognitive disability

Deaf-blindnessDeaf-blindness

DeafnessDeafness

Emotional disturbanceEmotional disturbance

Hearing impairmentHearing impairment

Multiple disabilitiesMultiple disabilities

Orthopedic Orthopedic

impairmentimpairment

Other health Other health impairmentimpairment

Specific learning Specific learning impairmentimpairment

Speech or language Speech or language impairmentimpairment

Traumatic brain Traumatic brain injuryinjury

Visual impairmentVisual impairment [Developmental [Developmental

delay]delay]*as defined in rule 3301-51-01 of the Administrative Code

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Scenario #2Scenario #2

Based on the evaluation, the child does not fit a

disability category but has a documented deficit in

one of the developmental areas and meets the

definition of developmental delay.

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A school district may choose to use the term A school district may choose to use the term

“developmental delay” for children three through “developmental delay” for children three through

five :five :

Q.Q. What is “developmental delay”?What is “developmental delay”?

A. A. In addition to the required assessment, the In addition to the required assessment, the

tools and procedures indicate a delay of tools and procedures indicate a delay of 2 SDs2 SDs

below the mean in one or more areas, or a delay of below the mean in one or more areas, or a delay of

1.5 SDs1.5 SDs below the mean in two or more of the below the mean in two or more of the

following areas:following areas: PhysicalPhysical CognitiveCognitive CommunicationCommunication Social or emotionalSocial or emotional AdaptiveAdaptiveODE Procedures & Guidance,

February 2009

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Scenario #3Scenario #3

Based on the evaluation, the child

meets the disability criteria of cognitive disability, emotional

disturbance, or speech or language impairment AND

the team feels the term “developmental delay” is more

appropriate.

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A school district may choose to use the term A school district may choose to use the term

“developmental delay” for children three through “developmental delay” for children three through

five:five:

““Developmental delay” may be used onlyDevelopmental delay” may be used only after after

considering the other disability categoriesconsidering the other disability categories

““Developmental delay” may be used in place of Developmental delay” may be used in place of

the following three disability categories the following three disability categories

((Scenario #3Scenario #3):):– Cognitive disabilityCognitive disability

– Emotional disturbanceEmotional disturbance

– Speech or language impairmentSpeech or language impairment

ODE Procedures & Guidance,February 2009

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Autism

Cognitive disability

Deaf-blindness

Deafness

Emotional disturbance

Hearing impairment

Multiple disabilities

Orthopedic impairment

Other health impairment

Specific learning impairment

Speech or language impairment

Traumatic brain injury

Visual impairment

Developmental Delay

1. First decision must be: Does child fit disability category?

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Autism

Cognitive disability

Deaf-blindness

Deafness

Emotional disturbance

Hearing impairment

Multiple disabilities

Orthopedic impairment

Other health impairment

Specific learning impairment

Speech or language impairment

Traumatic brain injury

Visual impairment

Developmental Delay

2. If not:Does child fit developmental delay?

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Autism

Cognitive disability

Deaf-blindness

Deafness

Emotional disturbance

Hearing impairment

Multiple disabilities

Orthopedic impairment

Other health impairment

Specific learning impairment

Speech or language impairment

Traumatic brain injury

Visual impairment

Developmental Delay

3. Is delay a better fit than certaindisability categories?

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SECTION 5:SECTION 5:

HOW THE SCHOOLS HOW THE SCHOOLS DECIDE IF A CHILD IS DECIDE IF A CHILD IS ELIGIBLE: METHODS ELIGIBLE: METHODS AND TIMELINESAND TIMELINES

Suggested Handouts:Suggested Handouts:• List of Important AcronymsList of Important Acronyms• Eligibility for Part B Preschool Special EducationEligibility for Part B Preschool Special Education• ODE’s PR-01, PR-04 and PR-05 formsODE’s PR-01, PR-04 and PR-05 forms• Annotations for the New ETR PR-06 FormAnnotations for the New ETR PR-06 Form• Responsibilities During the Eligibility ProcessResponsibilities During the Eligibility Process

It Takes A Community . . .It Takes A Community . . .

LEALEA

HMGHMG

HeadHeadStartStart

MRDDMRDD

ChildChildCareCare

CommunityCommunityPreschoolsPreschools

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Eligibility for Part B Eligibility for Part B PreschoolPreschool

Sufficient info shall be obtained using Sufficient info shall be obtained using a varietya variety of of sourcessources

No single sourceNo single source of info can be used to determine of info can be used to determine eligibilityeligibility

Multiple sources of informationMultiple sources of information include (but are include (but are not limited to)not limited to)– Information from Part CInformation from Part C for children transitioning for children transitioning

from early intervention servicesfrom early intervention services– Structured observationsStructured observations in in more than one settingmore than one setting

and in and in multiplemultiple activities activities– InformationInformation provided by the provided by the parent or caregiverparent or caregiver– Criterion-referencedCriterion-referenced and and norm-referenced norm-referenced

evaluationsevaluationsODE Procedures & Guidance,February 2009

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Our Our Head Start Head Start information will be information will be useful for the schools, too. We’ll useful for the schools, too. We’ll talk more about our information in talk more about our information in Section 5.Section 5.

The Multiple Methods: The Multiple Methods: Info from Part CInfo from Part C

Head Start

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The Multiple Methods:The Multiple Methods: StructuredStructured Observation(s)Observation(s)

The intent: The intent: To create a picture of the child’s To create a picture of the child’s capabilitiescapabilities.. To look across To look across multiplemultiple settings and settings and multiplemultiple

activities.activities.

– Settings may include (but shouldn’t be Settings may include (but shouldn’t be limited to) home, school and/or childcare.limited to) home, school and/or childcare.

To use a To use a standard or consistent formstandard or consistent form: : same same criteria criteria for each observation or observer.for each observation or observer.

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The Multiple Methods: The Multiple Methods: Interview(s)Interview(s)

The intent:The intent: A series of A series of consistent questions consistent questions that arethat are To be conducted with To be conducted with persons persons

knowledgeable about the child’s knowledgeable about the child’s functioning: functioning: – i.e., The parent or primary caregiveri.e., The parent or primary caregiver

Must be documented!Must be documented!

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The Multiple Methods:The Multiple Methods: Criterion-Referenced AssessmentsCriterion-Referenced Assessments

The intentThe intent:: Provide a point-in-time snapshot of Provide a point-in-time snapshot of

the childthe child Are typically part of the program’s Are typically part of the program’s

larger system of ongoing assessmentlarger system of ongoing assessment Provide baseline info for monitoring Provide baseline info for monitoring

progressprogress Provide info for the IEP and Provide info for the IEP and

instructional planninginstructional planning

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The Multiple Methods: The Multiple Methods: StandardizedStandardized Norm-Referenced Norm-Referenced TestsTests

The intent:The intent: To help make the determination that To help make the determination that

a child has a “developmental delay”:a child has a “developmental delay”:– A score ofA score of 22 standard deviations standard deviations

below the mean in below the mean in ONEONE area; or area; or– A score of A score of 1.51.5 standard deviations standard deviations

below the mean in below the mean in TWOTWO areas. areas.

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Part B TimelinesPart B Timelines

ODE Procedures & Guidance,February 2009

Receive notificationReceive notification Decide if disability is suspectedDecide if disability is suspected Obtain parent consent to evaluateObtain parent consent to evaluate Evaluate to determine eligibilityEvaluate to determine eligibility Develop IEP Develop IEP

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Part B TimelinesPart B Timelines

From the date of notification, districts have From the date of notification, districts have 3030 days days to to suspectsuspect a disability a disability

When the district is unsure that a child has a When the district is unsure that a child has a

suspected disability, it can request additional data suspected disability, it can request additional data

or undertake additional activities.or undertake additional activities. If district does not believe child has a suspected If district does not believe child has a suspected

disability, disability, PR-01 (Prior Written Notice ) PR-01 (Prior Written Notice ) is completed is completed

and given to parents.and given to parents.

– If parents disagree, they can pursue the remedies If parents disagree, they can pursue the remedies

listed in listed in Whose Idea Is This?Whose Idea Is This?

ODE Procedures & Guidance,February 2009

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Part B TimelinesPart B Timelines

Once Referral for Evaluation Once Referral for Evaluation (PR-04) (PR-04) is completed is completed

(i.e., disability is (i.e., disability is suspectedsuspected), district must secure ), district must secure

parents’ parents’ Consent for Evaluation (PR-05) Consent for Evaluation (PR-05) within within 3030

days. days.

From the date of referral for evaluation, districts From the date of referral for evaluation, districts

have have 6060 days to evaluate and determine eligibility. days to evaluate and determine eligibility.

From the date a child is determined eligible, From the date a child is determined eligible,

districts have districts have 3030 days to develop and implement days to develop and implement

an IEP.an IEP.

ODE Procedures & Guidance,February 2009

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SECTION 6:SECTION 6:

OUR HEAD START OUR HEAD START INFO IS IMPORTANT!INFO IS IMPORTANT!

Suggested Handouts:Suggested Handouts:• List of Important AcronymsList of Important Acronyms• Annotations for the New ETR PR-06 FormAnnotations for the New ETR PR-06 Form• Our screenings and reportsOur screenings and reports• Where does our Head Start info fit? Where does our Head Start info fit? •Responsibilities During the Eligibility ProcessResponsibilities During the Eligibility Process

It Takes A Community . . .It Takes A Community . . .

LEALEA

HMGHMG

HeadHeadStartStart

MRDDMRDD

ChildChildCareCare

CommunityCommunityPreschoolsPreschools

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At what point is our Head At what point is our Head Start info important for the Start info important for the LEAs?LEAs?

1.1. To help the LEA determine if a disability is To help the LEA determine if a disability is suspectedsuspected (to decide whether or not to (to decide whether or not to proceed to evaluate the child)proceed to evaluate the child)

2.2. To help the LEA during the evaluation To help the LEA during the evaluation process itselfprocess itself

• As data informing the school about the child’s As data informing the school about the child’s current developmental status current developmental status

• As one of the multiple sources of informationAs one of the multiple sources of information

3.3. In order to be helpful, our data needs to beIn order to be helpful, our data needs to be well-organizedwell-organized, , well-documentedwell-documented and and convincingconvincing

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document: v. To support (a

claim) with evidence. [< Lat.

documentum, example < docere,

teach]

-- American Heritage

Dictionary

What do we mean by What do we mean by “documented”?“documented”?

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Why is it so important that we Why is it so important that we documentdocument our info on the child’s our info on the child’s development?development?

To provide evidence that supports the To provide evidence that supports the

decisions madedecisions made

As a baseline to measure progress and As a baseline to measure progress and

changing needs of the child over timechanging needs of the child over time

To assure that procedural safeguards To assure that procedural safeguards

were provided during the eligibility were provided during the eligibility

process (i.e., we followed the required process (i.e., we followed the required

policies)policies)-- Shackelford, 2002

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Where does our Head Start info Where does our Head Start info fit?fit?Area Interview* Observation* Norm-

referenced*Criterion-

referenced*

AdaptiveAdaptive BehaviorBehavior

CognitionCognition

CommunicationCommunication

HearingHearing

VisionVision

Sensory/MotorSensory/MotorFunctioningFunctioning

Social-emotional Social-emotional FunctioningFunctioning

Behavioral Behavioral FunctioningFunctioning

a.a. Where does our Head Start data fit?Where does our Head Start data fit?b.b. Can we improve the quality (organization Can we improve the quality (organization

& documentation) of our data? & documentation) of our data? c.c. If so, how?If so, how?d.d. Are we sending the data in time -- i.e., so Are we sending the data in time -- i.e., so

that the schools can use it both (a) to help that the schools can use it both (a) to help the district determine if a disability is the district determine if a disability is suspected and (b) in the actual evaluation suspected and (b) in the actual evaluation process? process?

e.e. If not, how can we improve our timing?If not, how can we improve our timing?

* Described in Section 3

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SECTION 7:SECTION 7:

THE IEP AND THE IEP AND PRESCHOOL SPECIAL PRESCHOOL SPECIAL ED SERVICESED SERVICES

Suggested Handouts:Suggested Handouts:• List of Important AcronymsList of Important Acronyms• Annotations for the New IEP PR-07 FormAnnotations for the New IEP PR-07 Form• The Individualized Education Program (IEP)The Individualized Education Program (IEP)• Requirements of Part B Preschool ServicesRequirements of Part B Preschool Services• Responsibilities During the Eligibility ProcessResponsibilities During the Eligibility Process

It Takes A Community . . .It Takes A Community . . .

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What’s an Individualized What’s an Individualized Education Program (IEP)?Education Program (IEP)?

A written statement for a child found eligible A written statement for a child found eligible for special education that is developed, for special education that is developed, reviewed, and revised according to federal reviewed, and revised according to federal and state regulations.and state regulations.

The roadmap that describes how the school The roadmap that describes how the school will provide a child with a free appropriate will provide a child with a free appropriate public education (FAPE). FAPE is special public education (FAPE). FAPE is special education and related services provided at education and related services provided at public expense, under public supervision and public expense, under public supervision and direction, and at no cost to the parent. direction, and at no cost to the parent.

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At an IEP meeting, the At an IEP meeting, the following will be discussed following will be discussed and recorded on the IEP and recorded on the IEP form:form:

A statement, from the parent, about the child’s futureA statement, from the parent, about the child’s future Current levels of strengths and needs Current levels of strengths and needs Goals and objectives that are designed to meet the child’s needs Goals and objectives that are designed to meet the child’s needs A description of how the child’s progress will be measured and how it A description of how the child’s progress will be measured and how it

will be reportedwill be reported Special education services and supports that will be providedSpecial education services and supports that will be provided Projected dates to begin services, how often services will happen, where Projected dates to begin services, how often services will happen, where

they will take place and how long they will lastthey will take place and how long they will last A school district must consider Extended School Year (ESY) services as A school district must consider Extended School Year (ESY) services as

part of the IEP process. ESY services are special education and related part of the IEP process. ESY services are special education and related services that are provided outside the normal 180-day school year in services that are provided outside the normal 180-day school year in accordance with a child’s IEP and at no cost to the parent. ESY services, accordance with a child’s IEP and at no cost to the parent. ESY services, like all special education services, are determined on an individual like all special education services, are determined on an individual basis.basis.

  

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What is your role during the What is your role during the IEP meeting? How can you IEP meeting? How can you help parents?help parents?

Advocating/supporting parentsAdvocating/supporting parents Sharing what you know about the childSharing what you know about the child Letting the schools know if their evaluation Letting the schools know if their evaluation

results are consistent with what you see on a results are consistent with what you see on a daily basisdaily basis

Brainstorming IEP goals (you know what the Brainstorming IEP goals (you know what the child needs to be able to do in order to succeed child needs to be able to do in order to succeed in your classroom)in your classroom)

Sharing ideas about what already works Sharing ideas about what already works Being open to the schools supporting the child in Being open to the schools supporting the child in

YOUR classroomYOUR classroom

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Preschool Special Preschool Special Education ServicesEducation Services

PL 108-446, the Individuals with PL 108-446, the Individuals with

Disabilities Education Disabilities Education

Improvement Act (IDEA), Improvement Act (IDEA), requiresrequires

that a child with a disability be that a child with a disability be

educated – to the maximum educated – to the maximum

extent appropriate – extent appropriate – with same-with same-

aged, typically developing peersaged, typically developing peers

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Preschool Special Preschool Special Education ServicesEducation Services

A A continuumcontinuum of service delivery of service delivery

options that includes the options options that includes the options

of center-based or itinerant of center-based or itinerant

teacher services shall be teacher services shall be

considered when determining the considered when determining the

least restrictive environmentleast restrictive environment

(LRE)(LRE)ODE Procedures & Guidance,February 2009

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Preschool ServicesPreschool Services

A district cannot predetermine services A district cannot predetermine services or location of those services.or location of those services.

The IEP team determines services.The IEP team determines services. The IEP conversation should begin with The IEP conversation should begin with

– An An examination of the supports and services examination of the supports and services needed needed by the child, and thenby the child, and then

– Determination of whether or not those Determination of whether or not those supports and services can be provided in the supports and services can be provided in the current settingcurrent setting through either an itinerant through either an itinerant teacher or a team teaching model.teacher or a team teaching model.

ODE Procedures & Guidance,February 2009

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Preschool ServicesPreschool Services

Itinerant services may be Itinerant services may be delivered indelivered in– the home, the home, – in a preschool program administered in a preschool program administered

by a public school, by a public school, – or in a community-based preschool or or in a community-based preschool or

child care program that meets the child care program that meets the requirements of Chapter 5104 of the requirements of Chapter 5104 of the Revised CodeRevised Code

ODE Procedures & Guidance,February 2009

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Preschool ServicesPreschool Services

Center-based classroom services may be Center-based classroom services may be delivered indelivered in– An integrated facility (e.g., team teaching An integrated facility (e.g., team teaching

within a community-based program) orwithin a community-based program) or

– A separate facilityA separate facility

Center-based options Center-based options mustmust include include opportunities for services in settings that opportunities for services in settings that are considered to be are considered to be early childhoodearly childhood settings by the US Department of settings by the US Department of EducationEducationODE Procedures & Guidance,

February 2009

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Preschool ServicesPreschool Services

Districts are required to follow this rule of Districts are required to follow this rule of thumb:thumb:

BEGIN WHERE THE CHILD IS BEGIN WHERE THE CHILD IS CURRENTLY SERVED.CURRENTLY SERVED.

A child is NOT to be removed from the regular A child is NOT to be removed from the regular education environment education environment (e.g., Head Start) (e.g., Head Start) unless the disability is so severe that the unless the disability is so severe that the child, even with supports and services, cannot child, even with supports and services, cannot satisfactorily learn in the regular setting.satisfactorily learn in the regular setting.

ODE Procedures & Guidance,February 2009

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How do children with How do children with disabilities benefit by being disabilities benefit by being in Head Start?in Head Start? They are spared the effects of separate, segregated They are spared the effects of separate, segregated

education – including the negative effects of education – including the negative effects of labeling and negative attitudes.labeling and negative attitudes.

They have competent models that allow them to They have competent models that allow them to learn new adaptive skills. learn new adaptive skills.

They have competent peers with whom to interact They have competent peers with whom to interact and thereby learn new social and/or communicative and thereby learn new social and/or communicative skills. skills.

They participate in realistic life experiences that They participate in realistic life experiences that prepare them to live in the community. prepare them to live in the community.

They have opportunities to develop friendships with They have opportunities to develop friendships with typically developing peers. typically developing peers.

-- Wolery, 1998

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How do the other How do the other children in the classroom children in the classroom benefit?benefit? They are provided with opportunities to learn They are provided with opportunities to learn

more realistic and accurate views about more realistic and accurate views about individuals with disabilities. individuals with disabilities.

They are provided with opportunities to They are provided with opportunities to develop positive attitudes toward others who develop positive attitudes toward others who are different from themselves. are different from themselves.

They are provided with opportunities to learn They are provided with opportunities to learn altruistic behaviors and when and how to use altruistic behaviors and when and how to use such behaviors. such behaviors.

They are provided with models of individuals They are provided with models of individuals who successfully achieve despite challenges. who successfully achieve despite challenges.

-- Wolery, 1998

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Children with disabilities Children with disabilities will require some will require some

specialized instruction specialized instruction and/or supports in order and/or supports in order to be successful in Head to be successful in Head

Start.Start.

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Children with disabilities Children with disabilities can be successful in Head can be successful in Head Start classrooms if . . .Start classrooms if . . . Teachers have training about teaching individualized goals in Teachers have training about teaching individualized goals in

ongoing activities and about children with disabilities. ongoing activities and about children with disabilities. Teachers have access to assistance from specialists and Teachers have access to assistance from specialists and

experts, which involves the specialist observing the class, experts, which involves the specialist observing the class, providing suggestions, showing the teacher how to use providing suggestions, showing the teacher how to use interventions, and giving feedback. interventions, and giving feedback.

Teachers have regular time to talk with specialists and plan Teachers have regular time to talk with specialists and plan activities and interventions. activities and interventions.

Teachers use individualized intervention strategies for the Teachers use individualized intervention strategies for the children with disabilities and monitor the child's progress children with disabilities and monitor the child's progress frequently and adjust the strategies as needed. frequently and adjust the strategies as needed.

The classroom has the adequate space, equipment, and The classroom has the adequate space, equipment, and materials and is accessible to the child with disabilities. materials and is accessible to the child with disabilities.

Parental participation is encouraged and welcomed. Parental participation is encouraged and welcomed.

-- Wolery, 1998

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Collaboration is the Collaboration is the cornerstone of cornerstone of

effective inclusion.effective inclusion.

-- Wolery & Odom, 2000

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