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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. It Takes A Community. HMG. LEA. Community Preschools. MRDD. Head Start. Child Care. - PowerPoint PPT Presentation


  • It Takes A Community . . .Serving Preschoolers with Disabilities:Understanding Eligibility and ServicesLEAHMGHeadStartMRDDChildCareCommunityPreschools*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.

  • An OverviewIt Takes A Community . . .Has been developed in collaboration with Head Start Disability CoordinatorsIncludes this powerpoint presentation, a case study, and handouts for staff and familiesIs divided into topicsThe topicsCan be combined or used separatelyThe materialsCan be combined or used separately (powerpoint and/or case study and/or handouts)2*

  • Information in This Powerpoint PresentationWhy Screening Is Important (Slide #7)Culture Matters When We Talk to Families (Slide #23)Head Start and LEAs Are Asked to Work Together (Slide # 32)Which Children Are Eligible for Preschool Special Education in Ohio? (Slide #40)How the Schools Decide If a Child Is Eligible: Methods and Timelines (Slide #56)Our Head Start Info Is Important (Slide #66)The IEP and Preschool Special Education Services (Slide #71)*

  • Accompanying HandoutsAnthony: A Case StudyThe Top Eleven MythsWhere Does Our Head Start Data Fit?List of Important AcronymsODE Forms: PR-01,PR-04, and PR-05Annotations for the New ETR PR-06 FormAnnotations for the New IEP PR-07 FormDisability Categories from ODEs Operating StandardsResponsibilities During the Eligibility Process for Part B Preschool EducationEligibility for Part B Preschool Special Education ServicesThe Individualized Education Program (IEP)Requirements of Part B Preschool Education Services*

  • Why Do I Need to Know This Information?So I can talk to families about developmental screeningSo I can understand how Head Start is asked to work with the schoolsSo I will know what the schools do when I suspect a child might have a delay or disabilitySo I can help families understand the process if their child has a suspected delay or disabilitySo I can support and advocate for families*

  • Important AcronymsODE: Ohio Department of EducationLEA: Local Educational Agency (school district)IDEA (also known as IDEIA): Individuals with Disabilities Education (Improvement) ActPart B: The component of IDEA that applies to children 3-22 with disabilitiesPart C: The component of IDEA that applies to infants and toddlers with disabilitiesETR: Evaluation Team ReportIEP: Individualized Education ProgramFAPE: Free and Appropriate Public EducationLRE: Least Restrictive Environment*

  • SECTION 1:WHY SCREENING IS IMPORTANTSuggested Handouts: List of Important Acronyms Copies of the screening tools used in your program Your programs protocol when a child fails a screening Responsibilities During the Eligibility Process


  • What is developmental screening?Developmental screening compares a childs development to other children the same age (standardized norms)Developmental screening helps us understand if the child is learning basic skills when he or she shouldScreening DiagnosisScreening identifies children who should receive more intensive evaluation or diagnosis--*

  • Why is screening important?In the US about 17% of children have a developmental delay in any area (including social-emotional development and behavior)Less than half are identified before starting schoolMost of the time, children will not outgrow these problemsMany of these children may need some additional help to benefit from programs like ours--*

  • Delayed development is common!Yeargin-Alsopp et al., in Capute and Accardo, 2008*

    DisorderPrevalence per 1000 childrenCerebral Palsy2-4Intellectual Disabilities10Autism2-7Epilepsy4-9Speech and Language Disorders20-60Behavior Disorders3-15Hearing Loss1-2Vision Impairment0.4-0.8

  • Screening helps us to . . .Understand how the children in our program are learningSee if our children are on trackImprove our teaching and curriculum strategiesTalk to parents about their childs developmentIdentify which children might benefit from specialized services provided by their public school*

  • What does screening look like in our program?What tools do we use?What developmental areas do we look at?When do we use them?

    What happens when a child doesnt pass a screen?*

  • SECTION 3:HEAD START AND LEAS ARE ASKED TO WORK TOGETHERSuggested Handouts: List of Important Acronyms The Interagency Agreement between your Head Start and your local school(s) Responsibilities During the Eligibility Process


  • Head Start Act of 2007In fiscal year 2009, 10% of the children actually enrolled by each Head Start and each delegate agency will be children with disabilities who are determined to be eligible for special education and related services, or early intervention services, as appropriate, as determined by IDEA by the state or local agency providing services under 619 or Part C ofIDEA.*

  • Head Start and Part B PreschoolA concern for children with disabilitiesA concern for integrationAn emphasis on strengthsAn emphasis on promoting child developmentAn increasing emphasis on outcomes and accountabilityBudget and staffing concerns EligibilitySchool yearPurpose of the programRegulatory oversight


  • Head Start to LEAReferral ProcessEach Head Start program must develop a written Disability Service Plan, which must include written 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 rightsHSPPS 1308.4*

  • With consent from the family, the HS Disabilities Coordinator must refer a child to the LEA for evaluation as soon as the need is evident.The LEA is responsible for initiating the eligibility process.If the child is eligible, the LEA is responsible for developing the IEP and ensuring a free and appropriate public education (FAPE).Head Start should actively participate in the IEP process and in delivering services.ODE, 2007Head Start to LEA*

  • Interagency AgreementsEach school district shall develop an annual review of interagency agreements with all partners to ensure a free appropriate public education (FAPE) is provided to all preschool children with disabilities between the ages of three through five residing in the school district.*

  • Interagency Agreement PartnersAt a minimum, LEAs (schools) must develop agreements with the following partners:

    Head StartFCFC-HMGMRDD


  • Your Local Head Start -LEA AgreementShould 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 within 60 days of written parental consent given to the LEA.*

  • SECTION 4:WHICH CHILDREN ARE ELIGIBLE FOR PRESCHOOL SPECIAL ED IN OHIO?Suggested Handouts: List of Important Acronyms Eligibility for Part B Preschool Special Education Disability Categories (from ODEs Operating Standards) Responsibilities During the Eligibility Process


  • Part B Preschool:A Preschool Child with a DisabilityA preschool child with a disability is a child whoIs at least 3 years old and not age 6A child younger than 3 may meet the age requirement if the child will be 3 by December 1 of the current calendar year and may participate in special education and related services as a Part B preschool child before December 1 of the current calendar yearODE Procedures & Guidance,February 2009*

  • Eligibility for Part B PreschoolEach school district must conduct a full and individual evaluation in accordance with rule 3301-51-06 of the Administrative Code before the initial provision of special education and related services to a preschool child with a disabilityODE Procedures & Guidance,February 2009*

  • Eligibility for Part B PreschoolThe following developmental areas must be assessed with at least one source of information:Adaptive behaviorCognitionCommunicationHearingVisionSensory/motor functioningSocial-emotional functioningBehavioral functioningSufficient resources must be available to conduct evaluations during the summer monthsODE Procedures & Guidance,February 2009*

  • Eligibility for Part B PreschoolSufficient info shall be obtained using a variety of sourcesNo single source of info can be used to determine eligibilityMultiple sources of information include (but are not limited to)Information from Part C for children transitioning from early intervention servicesStructured observations in more than one setting and in multiple activitiesInformation provided by the parent or caregiverCriterion-referenced and norm-referenced evaluations

    ODE Procedures & Guidance,February 2009*

  • Eligibility for Part B PreschoolData obtained through the methods may not agree. Based on the multiple sources of info, a group of qualified professionals and the parent of the child shall determine if the child has a disability and is eligible for special education and related services.

    ODE Procedures & Guidance,February 2009*

  • ODE GuidanceThere are three scenarios that make a child eligible for preschool special education.*

  • Scenario #1Based on the evaluation,the child meets the criteriaof a disability category.*

  • A preschool child with a disability is a child who has one of the following disabilities*:

    AutismCognitive disabilityDeaf-blindnessDeafnessEmotional disturbanceHearing impairmentMultiple disabilitiesOrthopedic impairmentOther health impairmentSpecific learning impairmentSpeech or language impa