ED 375 965 PS 022 785 AUTHOR Haglund, Jill; Larson, Nola TITLE · DOCUMENT RESUME ED 375 965 PS 022 785 AUTHOR Haglund, Jill; Larson, Nola TITLE Collaboration: Because It's Good for

DOCUMENT RESUME

ED 375 965 PS 022 785

AUTHOR Haglund, Jill; Larson, NolaTITLE Collaboration: Because It's Good for Children &

Families: A Wisconsin Resource Manual.INSTITUTION Great Lakes Resource Access Project, Portaie, WI.;

Wisconsin State Dept. of Public Instruction,Madison.

PUB DATE 94NOTE 75p.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MFOI/PC03 Plus Postage.DESCRIPTORS *Agency Cooperation; *Coordination; Delivery Systems;

Disabilities; Inclusive Schools; IndividualizedEducation Programs; Models; Preschool Education;*School Community Relationship; School Districts;Special Education; Young Children

IDENTIFIERS Administration for Children and Families; FamilySupport; Individuals with Disabilities Education Act;*Project Head Start; Resource Access Projects;*School Based Services; Wisconsin Department ofPublic Instruction'

ABSTRACTThis resource guide provides a rationale for

collaboration among social agencies and answers some of the questionsabout cooperation and collaboration between Head Start programs andlocal school districts. Steps in the process in developinginteragency agreements are outlined to assist local educationagencies and Head Start programs in developing their own agreementsfor the benefit of everyone, especially children with special needsand their families. Programs in Wisconsin provide the examples andcase studies of collaborative efforts used throughout this resourcebook. The guide first provides rationales for collaboration betweenHead Start and local education agencies, noting that such cooperationcan: (1) enhance functional skills, promote learning for childrenwith diverse developmental levels, and increase social competency;(2) provide opportunities to better address the comprehensive needsof children and their families; and (3) provide shared resources todevelop a comprehensive and interconnected service delivery system;The stages of collaboration are then addressed, followed bydescriptions of areas for collaboration and potential strategies toaddress each area. Next, the guide discusses practical applicationsof Head Start as a placement for disabled children and the use ofIndividualized Education Programs for such children. Finally, theguide answers commonly asked questions about agency collaboration inseveral areas, including financial responsibility and staffqualifications. Appendices include: (1) a sample of the jointagreement between the Department of Public Instruction and Head Startof Wisconsin; (2) criteria comparison chart for Head Starteligibility; (3) questions and answers related to the multi-teamprocess for preschoolers with exceptional educational needs; (4) a

description of the Merrill (Wisconsin) Little Learners' Head Startand Merrill Area Public Schools' Exceptional Education NeedsInclusion Model; an'i (5) a bibliography on collaboration. (WP)

U S. DEPARTMENT OF EDUCATIONFfffscouonal Fiff,oaftlf ann lerpfoymon:

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organwationoriginating it

)(Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

Collaboration:Because It's Good forChildren & Families

A WISCONSIN RESOURCE MANUAL

Wisconsin Department of Public InstructionJill Haglund

Great Lakes Resource Access ProjectNola Larson

Fall, 1994

BEST COPY AVAILABLE

2

.-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

N 0 \() giNrS 0Y1

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

AcknowledgementsA special thank you goes to all who provided us with ideas, examplesand inspiration in this collaborative effort.

Department of Public Instruction (DPI)

Brent Odell Section Chief, Early Childhood, Sensory and Language Impaired

Jenny Lange Consultant, Early Childhood, Handicapped Programs

Great Lakes Resource Access Project

Julia Herwig Subcontract Manager

Collaboration Advisory Committee:

Sue Agnew

Sue Albert

Lucille Curtis

Joanne Eggleston

Maryann Fuller

Linda Gratz

Virginia Roman

Carol Topinka

Jean Hilliard

Barbara Holley

Barbara Knipfer

Tom Mattke

Carol Rawlinko

Luz Alvino

Richard Thwaits

Arlene Wright

EC:EEN Program Support, Kenosha Unified School District

EC:EEN Program Support, Madison Metropolitan School District

Director, Western Dairy land, Independence

DSC, Head Start of Central Wisconsin, Portage

Program Support, West Allis School District

Director, CESA #7 Head Start, Manitowoc

Executive Director, WI Head Start Association, Stevens Point

Special Education Director, Milwaukee Public Schools

EC:EEN Program Support, CESA #5, Portage

DSC, Social Development commission Head Start, Milwaukee

DSC, Dane Co. Head Start, Madison

Director, C reen Bay Schools Head Start

EC:EEN Program Support; Kenosha Unified School District

Director, Kenosha Schools Head Start

Director, Merrill Schools Head Start

EC:EEN Program Support, CESA #10, Chippewa Fall's

DSC = Disability Services Coordinator

Collaboration:A WISCONSIN RESOURCE MANUAL

Table of Contents

Acknowledgements ii

Introduction 1

Why Work Together? 2Because It Is Good For Children

Because It is Good For Families

Because It Helps Your Program

Because It Supports Your Community

Because Education Laws Support It

Because Head Start Laws Support It

Summary

Getting Started On Collaboration 10Where To Begin?

Steps In The Process

Overcoming The Challenges

Developing Your Interagency Agreement

Opportunites for Cooperation/CollaborationChild Find

Evaluation

Individualized Planning Goals And Objectives

Placement Alternatives

Transition

Parent Involvement/Education/Support

Staff Training/Inservices

Shared Facilities

Other Cooperative Arrangements

Counting And Reporting

4

15

III

Practical Applications 20Head Start As An Appropriate Placement

The IEP As A Collaborative Planning Document

Commonly Asked Questions 22Financial Responsibility

Evaluation

Developing IEP's

Timelines

Proceq. .al Safeguards

Children Who Transfer

Head Start's Ability To Enroll Three Year Olds

Head Start Over Income Limitations

Enrolling Sever ly Disabled Children in Head Start

Head Start Staff Qualifications

AppendiciesJoint Agreement Between DPI And Wisconsin Head Start

Sample Memorandum Of Understanding

Eligibility Requirements -- Head Start And Wisconsin SpecialEducation Criteria! Comparison Chart

Questions And Answers Related To The M-Team Process -- DPI

Merrill Little Learners Head Start And Merrill Area Public Schools'EEN Inclusion Model

Integration Of Head Start and EEN - Why?

The Special Education Process Timelines - DPI

Collaboration Bibliography

Agency Address List

Iv

INTRODUCTIONCollaboration between school districts and Head Start programs exists at many levels throughout

Wisconsin. A state interagency agreement was first forged in 1981 by the Department of Public

Instruction (DPI), the Wisconsin Interagency Specialist, the Resource Access Project (RAP) and

Head Start Regional Office - Administration for Children and Families (ACF) who represented Head

Start programs. This agreement outlined strategies which encouraged cooperation between the two

agencies in providing services for children with disabilities. It served to guide numerous local pro-

grams in developing local interagency agreements throughout Wisconsin. In 1992, the state inter-

agency agreement was revised. The new agreement builds on cooperative efforts, offers more spe-

cific strategies and reaffirms the commitment to collaboration. (See the Appendices)

Both Head Start programs and local education agencies (LEAs) have mandates to serve children with

disabilities. For school districts, the Individuals with Disabilities Education Act (IDEA) mandates a

free appropriate public education (FAPE) for all children with disabilities in the least restrictive

environment. In addition, school districts must have available a continuum of alternate placement

options. Since 1972, Head Start programs have had a mandate to enroll 10% children with disabili-

ties and include them in all comprehensive services.

Publication of the Final Rule on Head Start Services for Children with Disabilities (45 CFR Part

1308) in January, 1993 further heightens the cooperative relationship between local Head Start

programs and LEAs. The long awaited rule brings Head Start standards for identifying disabilities

more in line with IDEA which governs school districts. It also encourages Head Start programs to

seek out cooperative arrangements with LEAs.

This publication provides support for collaboration and answers some of the questions which have

been raised about cooperation and collaboration between Head Start and local school districts. Steps

in the process in developing interagency agreements are outlined to assist LEAs and Head Start

programs in developing their own agreements that will produce benefits for everyone, especially

children with disabilities and their families. Programs in Wisconsin provided the examples and case

studies of collaborative efforts used throughout this resource.

6Collaboration: A Wisconsin Resource Manual 1

WHY WORKTOGETHER?

Because It Is Good For ChildrenThe positive effects of inclusion for children withand without disabilities is a strong rationale forHead Start and the LEAs to work together toserve children with disabilities. Children naturallylearn from each other while they play, anddevelopmentally appropriate play activities ininclusive environments provide the day by dayexperiences that support friendships, enhancefunctional skills, and promote learning forchildren with diverse developmental levels.Children with most types of disabilities increaseskills in areas such as cognition, communication,and functional development when they are inenvironments that encourage interaction withchildren without disabilities. Social and emo-tional development is enhanced as children withdisabilities in least restrictive settings experiencea feeling of belonging and acceptance. Childrenwithout disabilities learn acceptance of individualdifferences and increased social competency asthey interact with children with disabilities.

When LEAs utilize Head Start as an integratedplacement option, children receive the benefits ofa less restrictive environment.

Tommy is a 5 year old child who experienced abrain hemorrhage at 3 months of age. Signifi-cant delays in speech' language, cognition, andmotor development seriously affected his abilityto communicate and interact socially with peers

as he was unable to initiate or sustain meaning-ful play situations with other children.

As Tommy approached age three, his parentsbegan working with their Birth to Three Pro-gram Service Coordinator to plan for the nextservices that he would need. Tommy's parentswere concerned with helping him to improve allof his skills. They knew that he would needsome very special assistance to develop hispotential. Their dreams for TomMy focused onthe importance of his social skills, in that theywanted him to be able to play and have fun withneighborhood friends.

There were several options for serving Tommywhen he turned three. Since Tommy's familylived in a low income housing project, Tommycould attend the Head Start program located inthe community center. The school district couldtransport Tommy to their nearest early child-hood: exceptional educational needs (EC :E'EN)classroom. At the transition planning meeting,representatives from each program discussedTommy's needs and his parents' priorities.They decided to work together to provide HeadStart and school special education services.Tommy was enrolled in both Head Start and thedistrict's EC :EEN pros ram. He attended theHead Start classroom and received itinerantservices from the school district.

Over the last 21/2 years, Tommy and his parentshave seen their dream come true. Tommy's

Collaboration: A Wisconsin Resource ManulI 2

overall development has improved dramatically.The school speech pathologist, working inconjunction with the Head Start cfriff, providedthe stimulation and therapy needed to increasehis ability to communicate and interact. Theschool physical therapist worked with Tommy inone on one sessions and during the Head Startmotor activities. Tommy can now move aroundbetter to play with his classmates. The socialfocus of the Head Start classroom helpedTommy develop feelings of acceptance andsupport. These developmental changes sup-ported Tommy in building many friendships withthe children in the class. He will attend kinder-garten with the other children in his neighbor-hood and sustain those friendships whichdeveloped as his social skills were built uponwith his Head Start peers. An integrated class-room setting has been a positive experience forTommy.

Because It Is Good For FamiliesFamilies experience an increased sense of com-munity as Head Start and LEAs work togetherto provide support. Shared activities provideopportulities to build friendships and makeinformal c;)yinections that support the parentingrole. The comprehensive needs of children andtheir families can better be addressed throughcoordination of services. Finally, the linkage ofprograms' staff and services support smoothtransitions.

Mary is a single parent with two preschoolchildren. Bobby. age four, was identified ashaving an exceptional educational need in thearea of emotional disturbance. Themultidisciplinary team (M-Team) report andsubsequent individualized education program(IEP) resulted in placing him in an EC:EENclassroom with seven other children. A largerintegrated classroom was not developmentallyappropriate for him at that time.

Since Mary currently met Head Start incomecriteria, the school asked the Head Start pro-gram to participate in the evaluation and IEPprocess. The Head Start staff participation

helped identify Mary's need for help in manag-ing Bobby's behavior, parenting skills, andchild development information. It became clearthat Mary would benefit from weekly contacts bya home visitor and all the additional familysupport and health services provided by HeadStart. The Head Start and local ,school's inter-agency agreement set the stage for this collabo-rative effort and a dual placement was arrangedbetween the LEA and Head Start programs.

Through this cooperative arrangement, Bobbywas enrolled in the local school's EC: EENprogram and the Head Start Home Basedprogram. Bobby received services appropriateto his needs in the EC:EEN classroom wherethey focused on skill development and socialinteractions. Head Start programming sup-ported those services plus provided Mary withsupport based on her family needs. A HeadStart home visitor went into the home each weekfor 11/2 hour visits with Mary that focused onbehavior management and parenting skills.Once a month she was joined in the home by theEC:EEN teacher. Head Start home program-ming supported the developmental strategies ofthe school plus provided Mary with supportbased on her family needs.

Because It Helps Your ProgramHead Start and LEAs working together providea means for sharing resources to develop acomprehensive and interconnected servicedelivery system. When LEAs expand theircontinuum of services to include Head Start asone possible integrated placement option, chil-dren are served in an education program fortypically developing preschool children. HeadStart and LEA collaboratively provide thesupport and resources to meet their mandates toserve children with disabilities. Both cooperativeand collaborative efforts can save programsdollars while improving services to children andfamilies served.

Head Start programs are often faced with theobstacle of finding adequate facilities to housetheir programs. With the recent expansion of

Collaboration: A Wisconsin Resource Manual 8 3

Head Start programs this has become increas-ingly difficult. The climate in school districtsmay limit an LEA's ability to fund new projectsor build new facilities. By working together,Head Start programs and LEAs are able to poolresources for the good of children, and pro-grams.

In one such instance a local school district hadbeen transporting the EC:EEN students to aneighboring school district for many years. Itwas the feeling of the school district administraLtion and community that they would prefer toserve these children locally but they lackedspace or funding for new space. The local HeadStart program and LEA worked together com-bining Head Start expansion funds, local dis-t, 'ct monies, and DPI grant funds to renovatean existing building on the school grounds tohouse a double session EC:EEN and Head Startintegrated program. The classroom was staffedwith a school EC:EEN teacher, an aide, and aHead Start teacher and aide. Equipment andsupply expenses were shared.

Children may be dually enrolled and attend allday or enrolled for single sessions to meetindividual needs. Support services are deliveredon-site. Parent trainings are open to all parentsand transportation and food service is con-tracted through the school.

Sharing of resources and expertise has built anintegrated community based early childhoodprogram where none existed before. Collabora-tion among programs in this scenario enabledseamless delivery of services to children andfamilies according to individual needs.

Because It SupportsYour CommunityCommunities can easily become lost in a sea offragmented and uncoordinated programs thatserve young children and their families. Duplica-tion of services stretch already tight resourcesand gaps in services inhibit the benefits to thecommunities' children and families. As moreprograms serving young children and familieswork together, communities move closer to the

establishment of truly coordinated and compre-hensive community based services.

In one community, the agencies serving youngchildren previously acted independently intrying to locate and screen children and familiesfor their programs. The school focused onevaluations of young children referred forspecial education and screening all children justbefore kindergarten while Head Start conductedseparate recruitment and enrollment efforts.They occasionally took on adversarial roles asthey helped parents negotiate the other agenciesprocesses. As the two programs began to worktogether, they decided to jointly participate inthe "Child Development Days" model. Thismodel provided communities with an opportu-nity to provide early developmental review forpreschool aged children. Any child in thecommunity age 3-5 attending Child Develop-ment Days received hearing and vision screen-ing. In addition, developmental observationsoccurred as the children played, parents gaveinput about their child's development, and awide array of community agencies displayedinformation about their programs. This com-bined effort benefitted the community by in-creasing public awareness of early childhoodservices and by bringing early childhood pro-viders together to furnish more early and easilyaccessed services to children and families.

Because Education Laws Support ItBoth federal and state laws place requirementson LEAs that can be addressed through coordi-nation and collaboration with Head Start. Thesefederal laws are included in Part B of the Indi-viduals with Disabilities Education Act (IDEA)34 CFR Part 300. Wisconsin's special educationlaw and implementing rules are specified inSubchapter V, Chapter 115 of the WisconsinStatutes and Chapter PI 11, Wisconsin Adminis-trative Code. These laws and rules includerequirements for child find, the provision of leastrestrictive environment and the continuum ofalternative placements. Selected citationsfollow.

Collaboration: A Wisconsin Resource Manual 4

U.S DEPARTMENT OF EDUCATION 34 CFRPART 300 (IDEA)

Child Identification -- 300.220 (IDEA)

Each [State Education Agency] application mustinclude procedures that ensure that all childrenresiding within the jurisdiction of the LEA whohave disabilities, regardless of the severity oftheir disability, and are in need of special educa-tion and related services are identified, located,and evaluated, including a practical method ofdetermining which children are currently receiv-ing needed special education and related servicesand which children are not currently receivingneeded special education and related services.

Least Restrictive Environment -- 300.550(IDEA)

(b) Each public agency shall insure:

(1) That to the maximum extent appropriate,children with disabilities, including childrenin public or private institutions or other carefacilities, are educated with children who arenot disabled; and

(2) That special classes, separate schoolingor other removal of children with disabilitiesfrom the regular education environmentoccurs only when the nature or severity ofthe disabilities is such that education inregular classes with the use of supplementalaids and services cannot be achieved satisfac-torily.

Continuum of Alternative Placements --300.551 (IDEA)

(a) Each public agency shall insure that a con-tinuum of alternative placements is available tomeet the needs of children with disabilities forspecial education and related services.

(b) The continuum required under paragraph (a)of this section must:

(1) Include the alternative placements listedin the definition of special education under300.17 (instruction in regular classes, specialclasses, special schools, home instruction,and instruction in hospitals and institutions);and

(2) Make provision for supplementaryservices (such as resource room or itinerantinstruction) to be provided in conjunctionwith regular class placement.

Placements -- 300.552 (IDEA)

Each public agency shall insure that:

(a) The educational placement of each child witha disability:

(1) Is determined at least annually,

(2) Is based on his or her IEP, and

(3) Is as close as possible to the child'shome;

(b) The various alternative placementsincluded under 300.551 are available tothe extent necessary to implement theIEP for each child with a disability;

(c) Unless the IEP of a child with adisability requires some other arrange-ment, the child is educated in the schoolwhich he or she would attend if notdisabled; and

(d) in selecting the LRE, consideration isgiven to any potential harmful effect onthe child or on the quality of serviceswhich he or she needs. 1412 (5)(B)

Placement When Programs for Non-Handi-capped* are Not Provided - OSEP Memoran-dum #89-23:

Question: Many questions pertain to providingspecial education and related services in theleast restrictive environment when programsfor non-handicapped children in the same agerange are not provided by public schools.

* The term "handicap" was changed to disability with the reauthorization of IDEA in 1992.

Collaboration: A Wisconsin Resource Manual0

5

1

Response: There is a variety of placements thatcan meet the needs of preschool childrenwith handicaps and the continuum of alterna-tive placements required under 34 CFR300.551 must include the alternative place-ments. For public agencies that do notoperate preschool programs for non-handi-capped preschool children, some alternativemethods for meeting the requirements under34 CFR 300.550-556 include (1) placingchildren with handicaps in other preschoolprograms operated by public agencies (suchas Head Start), (2) placing children withhandicaps in private stool programs fornon-handicapped preschool children orprivate school preschool programs thatintegrate children with handicaps and non-handicapped children, (3) locating classes forpreschool children with handicaps in regularelementary schools. The public agencyresponsible for the special education andrelated services for a child must ensure thatthe placement is based upon the individual-

. ized education program and meets theunique needs of the child.

SUBCHAPTER V OF CHAPTER 115, WIS.STATUTES AND PI 11, WIS. ADMINISTRA-TIVE CODE

School District Responsibility --Chapter 115.85 (1), Wis. Stats.

(a)Each school board shall ensure that appropri-ate special education programs and relatedservices are available to children with excep-tional educational needs who have attained theage of 3....

(b)A school district may provide special educa-tion for preschool children under the age of 3years and instruction for their parents. Suchspecial education shall be subject to the approvalof and shall comply with requirements estab-lished by the state superintendent.

Collaborative Agreements Regarding M-Teams -- Chapter 115.85(5)

(a) A school board, cooperative educationalservice agency and county handicappedchildren's education board may enter into anagreement with a county administrative agency,as defined in s. HSS 90.03 (10), Wisconsin adm.code, to allow the employees of the schoolboard, agency or county handicapped children'seducation board to participate in the perfor-mance of multidisciplinary evaluations and thedevelopment of individualized family serviceplans under s. 51.44.

(b) A school board, cooperative educationalservice agency and county handicappedchildren's education board may enter into anagreement with a county administrative agency,as defined in s. HSS 90.03 (10), Wisconsin adm.code, a Head Start agency under 42 USC 9836or a tribal school affiliated with the bureau ofIndian affairs to allow the individuals employedby or under contract with any of the latteragencies to participate as team members in theperformance of multidisciplinary team evalua-tions under s. 115.80 (3)(b) and in the develop-ment of individualized education programs unders. 115.80 (4).

Screening and EEN Referrals -- PI 11.03,Wis. Adm. Code

(1) (a) A board shall have an ongoing specialeducation screening program to locateand screen all children who are residentsof the school ,district A board maycoordinate its special education screeningprogram with other educational, medicaland social service agencies' screeningprograms conducted within the district...

(2) (a) An EEN referral shall be in writing and itshall include the reasons why the personbelieves that the child is a child withEEN.

Collaboration: A Wisconsin Resource Manual 11 6

Multidisciplinary teams -- PI 11.04 (3), Wis. dren with Disabilities describes the requirementsAdm. Code

(a) The M-Team shall examine all relevantavailable data concerning the child including thefollowing:

1. Records concerning the child's previousand current educational performance, healthand social behavior.

2. Records of previous interventions ... andthe effects of the interventions and programs.

(h) An M-Team may consult with persons otherthan employees of the board if it is needed toappropriately assess whether a child is a childwith EEN. Individuals other than employees ofthe board may not be appointed official membersof an M-Team.

Placement Offer -- PI 11.06 (5), Wis. Adm.Code

(a) The board shall send a copy of a child'splacement offer to the parent within 90 days ofthe date the board received an EEN referral orinitiated a reevaluation for the child. If a boardneeds an extension of that 90 days period, theboard shall first inform the child's parent of theneed and reasons for an extension and shall askthe parent to agree in writing to a specificextension of time beyond the 90 day period. Ifthe parent will not agree to an extension theboard may request an extension from the divi-sion. The board shall inform the division of thereasons for the request. The division may granta specific extension of t me beyond the 90 dayperiod if the board shows that it has acted ingood faith and that there is good cause to grantthe extension. If the division grants an extensionit shall notify the parent of the extension and thereasons for granting it.

Because Head Start Laws Support ..tHead Start has operated under a congressionalmandate since 1972 to make available, at aminimum, ten percent of its enrollment opportu-nities to children with disabilities. The passageof Final Rule on Head Start Services for Chil-

for Head Start programs.

45 CFR PART 1308 HEAD STARTPROGRAM FINAL RULE

Subpart B - Disability Service PlanPurpose and Scope of Disabilities ServicePlan -- 1308.4

(a) The Head Start grantee, or delegate agency,if appropriate, must develop a disabilities serviceplan providing strategies for meeting the specialneeds of children with disabilities and theirparents.

(e) The grantee must designate a coordinator ofservices for children with disabilities

(f) (1) The plan must include procedures formaking referrals to the LEA for evaluationsto determine whether there is a need forspecial education and related services for achild, as early as the child's third birthday.

(g) The plan, when appropriate, must addressstrategies for the transition of children into HeadStart from infant and toddler programs.

(h) The grantee or delegate agency must arrangeor provide special education and related servicesnecessary to foster the maximum development ofeach child's potential and to facilitate participa-tion in the regular Head Start program unless theservices are being provided by the LEA or otheragency. The plan must specify the services to beprovided directly by Head Start and thoseprovided by other agencies.

(k) Special education and related services mustbe provided by or under the supervision ofpersonnel meeting state qualifications by the1994-95 program year.

(1) The disabilities service plan must includecommitment to specific efforts to developinteragency agreements with the LEAs and otheragencies within the grantee's service area. If noagreement can be reached, the grantee mustdocument its efforts and inform the (ACF)Regional Office. The agreement must address:


12

(1) Head Start participation in the publicagency's Child Find plan under Part B ofIDEA;

(2) Joint training of staff and parents;

(3) Procedures for referral for evaluations,IEP meetings and placement decisions;

(4) Transition;

(5) Resource Sharing;

(6) Head Start commitment to provide thenumber of children receiving services underIEPs to the LEA for the LEA Child Countreport by December 1 annually; and

(7) Any other items agreed to by bothparties. Grantees must make efforts toupdate the agreements annually.

Subpart D - Health Services -- 1308.6 (1)

The disabilities coordinator must refer a child tothe LEA for evaluation as soon as the need isevident, starting as early as the child's thirdbirthday.

Eligibility Criteria -- 1308.7 - 1308.17

Revised Eligibility Criteria brings Head Startcriteria closer into alignment with IDEA: Seethe Appendices for Head Start and WI SpecialEducation Criteria Comparison Chart.

Subpart E -Education Services Performance StandardsDeveloping individualized education pro-grams -- 1308.19

(b) Every child receiving services in Head Startwho has been evaluated and found to have adisability and in need of special education musthave an IEP before special education and relatedservices are provided to ensure that comprehen-sive information is used to develop the child'sprogram.

(c) When the LEA develops the IEP, a represen-tative from Head Start must attempt to partici-pate in the IEP meeting and placement decision

for any child meeting Head Start eligibilityrequirements.

(d) If Head Start develops the IEP, the IEP musttake into account the child's unique strengths,developmental potential and the family strengthsand circumstances must be considered alcngwith the child's needs and disability

(g) When Head Start develops the IEP, an LEArepresentative must be invited, in writing, ifHead Start is initiating request for the meet-ing.

(i) A meeting must be held at a time convenientfor the parents and staff to develop the IEPwithin 30 calendar days of a determination thatthe child needs special education and relatedservices....

(j) Grantees and their delegates must makevigorous efforts to involve parents in the IEPprocess.

Subpart G - Parent Involvement Perfor-mance Standards -- 1308.21

Staff must carry out the following tasks:

(6) Parents will be informed of their rights underIDEA;

(7) Plan to assist parents in transition of childrenfrom Head Start to public school or otherplacement; and

(8) In cooperation with the child's parents,notify the school of the child's planned enroll-ment prior to the date of enrollment.

SummaryThe desire to work together should focus on thebenefits gained for children and families. Cur-rent special education law and Head Startregulations strongly support the benefits ofcooperative efforts. The guidance provided in45 CFR Part 1308. 4 (a) of the Head Startregulations serve as an appropriate summary forWhy Work Together?

"Grantees [Head Start] need to be aware thatunder IDEA the SEA has responsibility for


13

assuring the availability of free appropriatepublic education (FAPE) for all children withdisabilities within the legally required agerange in the state Each State hasin effect under IDEA a policy assuring allchildren with disabilities beginning at least atage three, including those in public or privateinstitutions or other care facilities, the rightto a free appropriate education and to anevaluation meeting established procedures.Head Start is either:

. the agency through which the LEA canmeet its obligation to make a free appro-priate public education available through acontract, State or local collaborativeagreement, or other arrangement; or

4, the agency in which the family chooses tohave the child.

Regardless of how a child is placed in HeadStart, the LEA is responsible for the identifi-cation, evaluation, and provision of a freeappropriate public education for a childfound to be in need of special education andrelated services which are mandated in theState. The LEA is responsible for ensuringthat these services are provided, but not forproviding them all. The Head Start responsi-bility is to make available directly or incooperation with other agencies services inthe least restrictive environment in accor-dance with an IEP for at least ten percent ofenrolled children who meet the disabilitieseligibility criteria."

1.4

Collaboration: A Wisconsin Resource Manual

GETTING STARTED ONCOLLABORATION

The Resource Access Project (RAP) and theDepartment of Public Instruction (DPI) arefrequently asked by Head Start program andschool district personnel to provide guidance indeveloping local interagency agreements. Adiscussion of collaboration terminology is agood place to start so that we have clearerunderstanding and that we're all on the samepage at the start.

The word collaboration is a frequently used`buzz' word, but is not always well defined. Infact, there is a whole range of interagencyrelationships of varying degrees of involvement.Terms such as coordination and cooperation areused interchangeably with collaboration while infact each has a distinct meaning. Consider thefollowing continuum of relationships betweenyour agency and other community agencies.

At the beginning of each of these relationshipsnetworking occurs. Networking refers to loosecommunity linkages where exchange of informa-tion and rapport building takes place. Example:The first time personnel from community agen-cies come together to talk about programs orservices.

Coordination occurs when two or more agen-cies operate autonomously yet work together toavoid duplication of effort or fill gaps in neededservices. Example: Coordinating agencies such

Collaboration: A Wisconsin Resource Manual

as resource and referral agencies or Head StartFamily Services Centers which refer parents toother agencies.

Cooperation includes some service integrationbetween two or more agencies. Agencies do notwish to lose autonomy but decide to give upsome for certain benefits. Examples: Askingclinics to come to your agency to do healthscreening or working with a University toprovide student or intern services.

Collaboration involves agencies joining togetherto work toward a common goal which could notbe achieved by a single agency acting alone. Theresult is a highly shared endeavor where mem-bers are committed as much to the commongoals as to the interests of the participatingagencies. Resources, power, information, andauthority are shared. Example: CombiningHead Start and EC: EEN children in one classwith teachers team teaching.

As one moves from networking to coordinationto cooperation to collaboration the linkagesbecome stronger and more intense. Somebelieve that as these processes evolve - "commu-nity" is formed. More structured relationshipsand arrangements develop and systems arechanged to support the common goals of sup-porting young children and their parents.

15 10

NETWORKING

COORDINgION

Each of you can identify where you fit along thiscontinuum. Where are you in the continuum ofrelationships with community agencies?

Where To Begin?Where do agencies begin the interagency col-laboration process? First some general sugges-tions to consider in working with anotheragency:

be willing to listen to and understand theneeds, goals, and procedures of others

respect the operating procedures of otherindividuals and organizations

. keep in mind the vision of quality servicesfor children and families

be flexible enough to accept numerouspaths to the goal

be willing to let go of some decision-making power

. be the first to offer to share a resource,assist in an activity, or try a different way

. let someone else take the lead in carryingout an activity

. give others the credit for having accom-plished an objective or achieved a success

. reach out to a counterpart in anotheragency. Invite him/her to participate in anupcoming activity or planning effort.

These steps are from Partnerships in EarlyIntervention: A training guide on family cen-tered care, team building and service coordina-tion. Waisman Center Early Intervention Pro-gram, Madison, WI.

Steps In The ProcessCollaboration is an ongoing process. There aregeneral stages in the collaborative process:initial planning, meeting, implementation, evalua-tion and ongoing planning. As you begin net-working and rapport building or continue yourpast collaborative efforts, there are a number ofpoints to consider.

1) Initial Planning

Look at what you're already doing. Whatis your relationship with the other agency?Are there efforts /activities you want toimprove or develop?

Decide who should be involved. Identifykey players and be the first to reach out.Involve the person(s) from the otheragency that you have had the most contactand the person(s) with decision makingpower. Contact the Department of PublicInstruction (608) 266-1781, the WisconsinHead Start Directors' Association (715)342-0511 or Resource Access Project(608) 742-8811 for directories which list


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Head Start Directors and Special Educa-tion Directors/designees.

. Decide what you would like to bring tothe table for discussion. You may want tobegin with a very specific issue such astransition, or you may want to begin witha brainstorming session to explore areasfor collaboration.

Make the call(s).- introduce yourself andlay some groundwork.

Set up an initial meeting. A neutral meet-ing place is often the best way to start.Allow enough time to discuss the issues.

2) The Initial Meeting

Be realistic. Cooperation may be the firststep to developing a trusting relationship.

. Distribute or have available necessarysupporting documents such as laws,interagency agreements, needs assess-ments and/or other resource information.A copy of the state interagency agreementis found in the appendices.

. Clarify everyone's acronyms and terminol-ogy to ensure understanding.

Facilitate discussion of each player'sexpectations and goals for ongoing col-laborative efforts in this meeting. Askobjective questions (fact gathering);discuss feelings about these facts; anddetermine their implications.

Establish agreed upon goal(s) for thegroup. Start with short term goals thatwill ensure early success. Don't take off atask too big for the group to accomplish.Here again, these goals will be individual-ized based on prior experiences or effortsbetween agencies and the needs el asat havebeen identified. Examples of goals mightinclude, developing a written agreement todocument current efforts, developing atransition process, redeveloping thereferral for a multidisciplinary team evalu-ation based on new Head Start rules, ordeveloping an ongoing interagency coordi-

nating council. If the group has difficultyfinding goals or common areas, use thestate interagency agreement or thisManual to guide discussion of whatagencies could include in their localinteragency agreement.

Review goals to determine if all the keyplayers are involved in the action steps.Discuss if anyone else is needed to worktoward your goals. If all players are notinvolved, identify them, and determinehow they should be invited.

Determine what steps need to be taken toachieve the group's goal.

. Establish systems to ensure ongoingcommunication with all key players. Someplayers may need to meet regularly, othersmay need only to be informed on an asneeded basis.

Do not spend too much time trying toidentify and solve all of the potentialproblems. Many problems will neverhappen, and some things will occur thatyou never even thought about.

3) Implementation

. Assign responsibilities and establishtimeframes.

. Share the work. Divide tasks among keyplayers being considerate of their interest,ability, and time commitments.

. This is where the real "what ifs" willpresent themselves. Develop a communi-cation system that allows the group to askquestions and receive answers.

Document the goals, implementationefforts, and responsibilities. If writteninteragency agreements were not yetidentified as a goal, documentation will beespecially helpful when you get to thewritten agreement stage.

Meet as many times as necessary to worktoward your goals and finalize the agree-ment.


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Celebrate the completion of your goal(s);bring treats to the next meeting, have alunch celebration, or give out awards/certificates of appreciation. Celebrate thecompletion of written agreements with anofficial presentation at a community orboard meeting with all parties signing theagreement.

. Spread the word about your joint efforts,do a press release, address agency boardsand distribute copies of the agreement.

4) Evaluation and Secondary Planning

Evaluate your efforts. Get input fromeach key player on the success of yourefforts and the areas that should behandled differently. Come to agreementon what will change for the next effort.

Congratulate yourselves again, you'vemade it this far. It's not likely that youwill go back.

. Look at expanding your collaborativeefforts. Now is the time to take on newcollaborative efforts, establish a groupvision for community services to youngchildren, develop written agreements, etc.

. Begin implementation of your new goals.

Overcoming The ChallengesEstablishing interagency relationships involvesovercoming challenges inherent in the process.Three steps forward, two steps back oftendescribes the process. Advances are made, onlyto have new challenges arise. Turn these stum-bling blocks into building blocks. The challengesmay include the following:

historical baggage between agencies and/orpersonnel;

. misunderstandings of intentions or actions;

. resistance to share or give up some power;

. crossing long established methods of doingservices;

difficulty in finding time needed for establish-ing agreements;

. conflicting rules, regulations and policies;

differing work and management styles;

conflicts about use of resources, funding,personnel, facilities, transportation;

. negative attitudes; or

. changing team members.

Each of these stumbling blocks and others notanticipated, requires both parties to listen to andunderstand the needs, goals and operatingprocedures of the other agency. It sometimes isa long and laborious process. As stumblingblocks surface, take time to discuss them withthe group. However, avoid becoming boggeddown with issues. Try to find solutions andmove on. The successful conclusion of theprocess will be two agencies working togetherto make the best use of resources and personnelto benefit children with disabilities and theirfamilies.

Developing YourInteragency AgreementThe first joint state agreement between HeadStart and the Wisconsin Department of PublicInstruction/Division for Handicapped Childrenand Pupil Services was developed in 1981. In1992, this agreement was revised and updated(see Appendices) to reaffirm and build upon pastefforts and offer specific collaborative strategies.This agreement may be useful as your programswork toward development of. local interagencyagreements.

The Head Start disability regulations indicatethat Head Start must make attempts to developwritten agreements with the LEAs. Head Startprograms will be seeking to review their pastcollaborative efforts and improve or create newcollaborative efforts within the framework of thedisability regulations. This will include efforts torevise or develop formal local interagencyagreements that specify cooperation and collabo-ration between the programs. The starting andending points for written agreements will be as


individual as are Head Start programs and LEAs.The state interagency agreement offers a policyframework to local school districts and HeadStart programs for developing local interagencyagreements. The Head Start regulations 45 CFRPart 1308.4 (1) state that interagency agree-ments must address: Head Start participation inthe LEA child find plans, joint training of staffand parents, referral procedures for evaluations,IEP meetings, placement decisions, transition,and resources sharing.

At their best, when local interagency agreementsare complete, they will:

define who will do what;

4. generate new collaborative ideas;

. avoid duplication of effort;

. save money; and

. eliminate the "my children your childrensyndrome" and replace it with "our children".

The RAP o:: DPI may be contacted to obtain

11111examples of local interagency agreements.

1J


OPPORTUNITIES FORCOOPERATION/

COLLABORATION

There are many opportunities for collaborationbetween Head Start and LEAs. This sectiondescribes areas for collaboration and potentialstrategies to address each area.

Child FindLEAs are mandated to locate, identify, andevaluate children with disabilities within theirattendance areas. Head Start programs alsoconduct various child find activities when re-cruiting children with disabilities. Additionally,federal standards require Head Start programs tomake sure all enrolled children in Head Startreceive developmental, health and sensoryscreening. Local districts should recognize HeadStart as part of an informed Child Find referralnetwork which is a formal system of communi-cation that identifies and coordinates with localservice providers of young children with disabili-ties. Conversely, the LEA should play a strongrole in Head Start'i' efforts to serve children withdisabilities. Each agency should identify liaisonpersonnel to facilitEtte communication including,the exchange of information related to therespective programs' criteria used in determiningwhether a disability or EEN exists. Theseliaisons would also facilitate referrals between

the agencies, for children who may meet disabil-ity criteria. Programs may additionally partici-pate in child find efforts through area-widescreening efforts and data collection. Other ChildFind activities could include:

. The timely referral and placement of childrenfrom Head Start to the LEA, and the LEA toHead Start. This would involve the establish-ment of cooperative referral and enrollmentprocesses, with the LEA following mandatedreferral and placement timelines and HeadStart giving priority within their selectionpriorities to eligible children who are referredfrom the LEA.

. Cooperative completion of LEA referral formsto facilitate the referral and evaluation process.

. Establishment of a local cooperative screeningprocess which includes maintenance of aninformed referral network, and Child Develop-ment Days where community screenings areheld.

EvaluationEvaluation of children is becoming a cornerstonefor collaboration between Head Start and theLEA. All children enrolled in Head Start are


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screened as the first step in the assessmentprocess. Only those children who need furtherspecialized assessment to determine whetherthey have a disability and may require specialeducation and related services proceed to theevaluation process. The LEA, upon receipt ofreferrals conducts a multidisciplinary team (M-Team) evaluation to determine a child's eligibil-ity for special education. If a child is determinedeligible, the LEA proceeds with program devel-opment. The evaluation, therefore becomes alogical collaboration point for children withsuspected disabilities. The Head Start disabilityregulations encourage the utilization of the LEAfor conducting evaluations for Head Startchildren with suspected disabilities.

Procedures for the referral of children withsuspected EEN for evaluation by a M-Teamshould be mutually agreed upon. Proceduresmust meet the standards of Chapter PI 11, Wis.Admin. Code and Head Start regulations, includ-ing the confidentiality and due process require-ments of each program. Procedures may includethe following:

Head Start and LEA staff exchange of infor-mation related to their respective programcriteria used for determining a disability orEEN. This is important due to the fact thatthere are some differences in each program'seligibility criteria per regulations governingeach agency.

. Transmittal of relevant information from HeadStart to the LEA, with written parental con-sent, when referring an enrolled child forevaluation.

. LEA utilization of Head Start screening andassessment information in the M-Team pro-cess, if assessments by qualified Head Startstaff and/or consultants are current. Utilizationof assessment information by the LEA canavoid unnecessary duplication of effort. Mem-bers of the M-Team should use their profes-sional judgement to decide if it is necessary tocomplete additional assessments. When an M-TeamTeam member accepts the findings from aprevious report, that M-Team member's reportshould cite specific items from the previous

report and indicate how they are consistentwith his or her own documented observationsof the child.

. With parental consent, Head Start staff partici-pation in the M-Team and IEP process toenable the exchange of information.

Under interagency agreement, as described inWisconsin Act 283, 1993, to Chapter 115.85(5), Head Start staff participate as team mem-bers in the M-Team and IEP processes.

LEA and Head Start staff agreement to utilizethe same developmental assessment tools tofacilitate the evaluation process.

For further clarification see Appendices forQuestions and Answers Related to the M-Team Process for Preschoolers with EEN byJenny Lange

Individualized Planning Goals AndObjectivesLEAs are required to develop an individualizededucation program (IEP) for each child identi-fied as having an exceptional educational need.Head Start programs are also required to devel-op individualized education programs represent-ing all areas of comprehensive programming forchildren who do not need the special educationand related services by the LEA, but who stillmeet the Head Start disability criteria. TheseHead Start plans must delineate the child'spresent level of functioning, the goals andobjectives to be addressed, and the services thatthe child will receive.

Cooperative development of IEPs betweenagencies can ensure non-duplication of servicesand that children receive services which meettheir individual needs. Methods to be used caninclude the following:

Jointly conduct IEP meetings and involve stafffrom both agencies.

LEA and Head Start coordination of goals andobjectives identified in the IEP. Each programwill assume its identified responsibility forimplementing goals and objectives.


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. LEA and Head Start staff joint review of thechild's progress toward identified goals.

Develop an IEP format that identifies servicesthat each program will provide.

Placement AlternativesLEA operated preschool special educationprograms and Head Start programs are bothlegal and viable program alternatives among arange of options for preschool children withEENs. The use of Head Start as an integratedplacement option may provide a means for theLEA to meet state and federal requirements toprovide service in the least restrictive environ-ment appropriate for a child. Head Start pro-vides a developmentally appropriate program inan integrated setting. Therefore, Head Start canbe a possible placement for individual preschoolchildren whose developmental needs require anexperience in a normalizing environment withtheir non-disabled peers. Parents should beinformed of possible programming alternativeswhich may include Head Start. Parental inputmust be considered, as preschool age childrenare not included in mandatory attendance legisla-tion. In addition, the following points should bekept in mind when considering program options:

When Head Start is one of the placementalternatives for a child, Head Start staff mustparticipate with the IEP committee and theplacement group in reviewing the child's needsand the ability of each program to meet thoseneeds.

. When a child with an EEN is placed in HeadStart, the LEA must ensure the provision ofspecial education programming and relatedservices required by the IEP. EC:EEN ser-vices may be delivered at the Head Start siteby permanently placed or itinerant staff of theschool district. Services may include, amongothers: EC:EEN programming, speech/lan-guage programming, hearing impaired pro-gramming, vision impaired programming, andrelated services, such as occupational orphysical therapy, psychological services orothers as specified in the IEP.

A child may be enrolled in both an EC:EENprogram and a Head Start classroom or HomeVisitation program, spending time in eachprogram.

EEN and Head Start share room, equipmentand supplies; teachers from each program teamteach.

Administrative accommodations such ashaving two children share one enrollment slot.This can be done when each child's IEP callsfor part-time service because of their individualneeds.

TransitionA transition plan will facilitate the smoothtransition of children from Head Start to schoolor from an LEA program to Head Start. Theplan includes the basic responsibilities for eachagency and the transition activities that willoccur. This will assist the child, parent, and bothof the agencies in creating and maintainingsmooth transition procedures and activities. Thefollowing activities may be utilized as transitionstrategies:

Develop a system of communication withparental permission for sharing relevantinformation about each child who is transition-ing.

Form local transition committees with repre-sentatives from sending and receiving agenciesto develop procedures, share information, andidentify gaps in and barriers to transitioning.

Establish formal referral procedures andtimelines.

. Establish methods for the transfer of individualrecords that protect confidentiality.

Cooperate in the selection and/or administra-tion of evaluation, assessments and observa-tion techniques.

Involve the sending agency staff in M-Teamevaluations, development of IEPs and inconsidering placement options, with parentalconsent.

. Develop the IEP in conjunction with the goals


22

and outcomes established while in the sendingagency.

. Jointly plan and conduct inservice and trainingsessions for staff.

Develop a method for assisting and involvingthe parents with the transition of their child.Provide them with essential informationregarding their role in the process.

. Conduct individual, group, or combined groupmeetings for parents to share information,answer questions and discuss transition activi-ties w h the sending and receiving staff.

. Involve parents in designing and providingcoordinated parent meetings and/or training.

Arrange for teachers or other appropriate staffpersons from the receiving program to observechildren in the sending program's setting.

. Extend opportunities for sending agency staffto visit and observe in the school setting.

. Offer an opportunity for parents to visit theschool setting and meet the teacher and princi-pal.

. Arrange activities to assist children in adjustingto the new setting, such as preplacement visitsor curriculum activities about going to school.

. Schedule joint conferences regarding progressof individual children, with parental consent.

Parent Involvement/Education/SupportHead Start provides a comprehensive programthat includes social services and parent involve-ment. These additional services may be animportant reason for some children with disabili-ties to remain enrolled in Head Start. LEAs mayalso provide some parent involvement/supportactivities. The coordination of these activitiesmay maximize program resources while provid-ing parents with more comprehensive support.They may include:

Joint visits to parents' homes by staff fromboth programs when children are enrolled inboth programs.

ooperatively sponsored parent support groupsand/or training workshops.

Joint parent/child group socialization activities.

. Support for parents in meeting social service.needs such as housing, jobs and career train-ing.

Staff Training/InservicesIn many cases, LEA early childhood staff andHead Start staff may have similar training andeducation needs. Cooperative efforts willmaximize resources and may allow for a greatervariety of training offerings. They can include:

. Invitation to attend agency sponsored stafftraining activities.

Cooperatively sponsored workshops, speakersor presentations.

. On-site visitations and mentoring.

Shared. FacilitiesFacility sharing is another important avenue forcoordination and collaboration between LEAsand Head Start. They may be strictly coordi-nated efforts with one program utilizing a roomin the other program's facility or they may betruly collaborative efforts with children fromboth programs being located in one room.Currently, facilities are being shared in severalways:

Head Start, EEN and day care programs in oneclassroom.

Head Start, located in a school building shar-ing the lunch room, play ground and library.

Head Start, loCated in a school building,participating daily in learning activities with thenext door EC:EEN classroom.

Head Start and the LEA combine resources topurchase or rent a building.

Home-based Heed Start programs provide thehi-weekly socialization/group in the localschool district's EC:EEN classroom to providesocial interaction for all children.


23

See the Appendices for an example: inclusionModel: Little Learners Head Start and MerrillArea Public School.

Other Cooperative ArrangementsOther local service arrangements may includeoptions appropriate to community needs. Theymay include:

. Cooperative arrangements to provide supportservices, such as appropriate health and nutri-tion services.

. Establishment of and/or participation in acommunity early childhood coordinatingcouncil.

Cooperative arrangements to transport chil-dren.

. Development of a transition plan that includesthe Birth-3 program as well as LEA.

Observation visits in other agencies.

Counting And ReportingLEA Child Count:

A child with a disability and need for specialeducation and related services enrolled in HeadStart shall be counted by the LEA for the IDEADecember 1 child count only when the child hasan IEP and is receiving a free appropriate publiceducation (FAPE) directly or under supervisionby the LEA.

Head Start Child Count:

To meet Head Start's ten percent disabilityenrollment, Head Start may count children foundto have a disability and need for special educa-tion based on a LEA evaluation and eligibilityunder Part B or based on a Head Start evalua-tion and eligibility under Head Start regulations.

Reporting:

Children may be counted by both the LEA andHead Start without the counts being considereda duplicate count, since the data is used by two

separate federal agencies for different purposes.

According to Head Start regulations, Head Startprograms need to commit to reporting thenumber of children with disabilities receivingservices under LEA IEPs to the LEA by Decem-ber 1. However, if the LEA has been involved inthe evaluation, IEP process, and delivery ofspecial education, LEAs should already have thiscount and a formal reporting should not need tooccur.


').61

PRACTICALAPPLICATIONS

Head Start As AnAppropriate PlacementThere are a number of factors which enter intothe decision of whether to utilize Head Start as aplacement for a child with a disability. Specificand practical areas for consideration of HeadStart as an appropriate placement include:

. Does the child meet the Head Start enrollmentcriteria with regard to family income?

Is the child already being served by a HeadStart program? If not, can Head Start enrollthe child in a timely manner?

Is the child at least three years old by the dateused to determine eligibility for public schoolin the community? (In Wisconsin, the date ofentrance to kindergarten is 5 years by Septem-ber 1. However, children with disabilities canbegin receiving special education and relatedservices in EC:EEN programs or Head Starton their third birthday.

. Can the child function in a Head Start class-room with a higher adult to child ratio or willthe child need a smaller class size?

Can a Head Start home visitation programmeet the IEP goals and objectives or can aHead Start home visitation program supple-ment the LEA program for the provision ofmore comprehensive services?

. Is there a need for the extensive family sup-port, parent involvement and/or social servicesthat Head Start can provide?

Is there a need for the comprehensive healthand nutrition services that Head Start canprovide?

Several specific placement considerations havebeen reinforced and guided by the courts fordetermining placement is the least restrictiveenvironment.

1. Determine if the child can be accommo-dated in a regular classroom situation (ofwhich Head Start could 1-e considered) withsupplementary aids and services. Comparethe educational benefits available in thisclassroom placement (with supplementaryaids and services) to the benefits of a specialeducation classroom.

2. Determine the non-academic benefits to achild with a disability of being placed withchildren who are not disabled. The goals ofthe placement must not be merely academic,but should consider benefits such as lan-guage, socialization, and behavior models.The IEP should specify needs such as lan-guage development, behavior, socialization,and so forth, and then tie them to a regulareducation environment.

3. Determine the effect the child with thedisability would have on the teacher and onthe other students in the class. The impact ofhaving that child in the regular educationenvironment must be minimized by thedevelopment of a behavior managementprogram if disruptive behavior is a problem


or by the use of a supports and resources ifthe child requires that much additionalinstructional time.

The IEP As A CollaborativePlanning DocumentHead Start and LEAs are required to develop anIndividualized Education Program (IEP) forenrolled children with disabilities. Head Startprograms must develop IEPs when children havenot met the state's special education eligibilitycriteria, but are subsequently identified as havinga disability under Head Start regulations througha Head Start M-Team process. The IEP struc-tures the service delivery system for the indi-vidual child and serves to verify compliance withregulatory requirements. In the past, thesedocuments were developed separately by theagencies serving the child with occasionalcoordination of efforts.

New Head Start disability regulations are adriving force behind the creation of a collabora-tive IEP process in which Head Start and LEApersonnel will work together to develop a planto serve children with disabilities.

For a Head Start enrolled child who is deter-mined by the LEA as having a disability and needfor special education, the IEP should reflect theneeds of the child and provide services intendedto reduce or alleviate this need. For the mosteffective collaborative planning, the IEP containsgoals and objectives to be accomplished throughboth programs. The following steps support thiscollaborative process.

1. LEA Multidisciplinary Team (M-Team)evaluation, including participation of HeadStart personne: and review of all Head Startinformation and subsequent eligibility deter-mination;

2. Review of the M-T' am evaluation resultswith LEA team members, Head Start person-nel, and the parents;

3. Identification of the child's current levelof functioning including the child's strengthsand abilities as well as needs and areas ofconcern;

4. Development of specific long termeducational goals and outcomes for the child.;

5. Identification of concerns, priorities,issues and supports to meet general health/nutrition/social services/parent involvementneeds and supports needed by the child/child's family;

6. Development of short term objectivesdirectly tied to the present level(s) of perfor-mance including the services needed, servicestart date, performance criteria, proceduresand date for evaluation.

7. Identification of which agency andpersonnel have the most appropriate re-sources and opportunities available to carryout the objectives.

8. Determine the dates for initiation andduration of services.

9. Determine the actual placement(s)/location(s) in which the child will receiveservices.

Head Start and EC:EEN programs are encour-aged to work together to develop an IEP thatwill meet developmental as well as family goals.Both DPI and RAP offer technical assistance toprograms in developing joint IEPs, if programswish.


COMMONLY ASKEDQUESTIONS

The following questions were generated by HeadStart and school district personnel. The answersprovided here are supported by current guidancefrom the National Head Start Bureau, and theDepartment of Public Instruction's interpretationof current implications for school districts.

Financial Responsibility

Q. Who is responsible for paying for the specialeducation and related services needed byHead Start children identified as having adisability?

A. Under the Individuals with DisabilitiesEducation Act (IDEA), the LEA is respon-sible for assuring the identification, evalua-tion and provision of a free appropriatepublic education for all children. This alsoincludes those enrolled in Head Start, foundto have exceptional educational needs(EENs) and thus in need of special educationand related services which are mandated inthe State. The LEA must assure that specialeducation and related services are provided,but is not necessarily responsible for provid-ing them all. IDEA stresses the role ofmultiple agencies and requires their mainte-nance of effort.

The Head Start program's responsibility is tomake available directly, or in cooperationwith other agencies, services in accordance

with an individualized education program(IEP) for at least ten percent of enrolledchildren who meet the disabilities eligibilitycriteria. Head Start is committed to fiscalsupport to assure that the services needed bychildren with disabilities will be provided infull, either directly or by a combination ofHead Start funds and other resources. TheDisabilities Services Performance Standards45 CFR 1308.4(o) describe allowable expen-ditures to serve children with disabilities, butdo not require that Head Start programs payfor all of these services for children withdisabilities.

The Head Start program is one of a numberof alternative placements for special educa-tion and related services for young childrenwith disabilities. The Head Start program'sdisability service plan, along with its inter-agency agreement with LEAs and othercommunity resources, should contain plansfor resource and cost sharing and specifyresponsibilities wherever possible.

To assist in the development of local inter-agency agreements, the statewide inter-agency agreement between Head Start andthe Department of Public Instruction, andsample local interagency agreements areavailable from the Department of PublicInstruction (DPI) or the Resource AccessProject (RAP). See the Appendices for a


?. 7

Memorandum of Understanding format.

DPI or RAP may be contacted if conflict ordisputes occur as local programs worktoward the development of their agreements.Head Start disability regulations require thatHead Start must document its efforts andinform the Administration of Children andFamilies (ACF) Regional Office (45 CFR1308.4 (i)) when interagency agreementscannot be reached.

EvaluationQ. When should Head Start refer a child to the

LEA?

A. The Head Start disabilities coordinator mustrefer a child to the LEA for evaluation whenthey suspect the child may have a disability.For the majority of children with disabilitiesserved in Head Start it is anticipated that theLEA will be responsible for conducting theM-Team evaluation and developing the IEP.

Q. If the LEA is evaluating a child referredfrom Head Start, does the LEAmultidisciplinary evaluation team (M-Team)determine a disability using criteria con-tained in Chapter PI 1 1 ,Wis Admin code orHead Start criteria? Q.

A. The LEA is legally required to adhere toSubchapter V of Chapter 115, Wis. Stats.and PI 11 Wis. Admin. Code when conduct-ing an evaluation of a child with suspectedexceptional educational needs. See theAppendices for side by side comparison ofeligibility criteria.

Q. When the LEA is establishing the M-Teammembers for a child enrolled in Head Start,may Head Start representative(s) be in-volved and Head Start reports be utilized inthe M-Team process?

A. Yes. When the child is enrolled in HeadSort, it is important for Head Start staff toparticipate in the M-Team process and toshare information regarding the child's

A.

development, previous interventions andperceived needs. Chapter 115 and PI 11specifies the legal membership of the M-Team and indicates that the LEA has thediscretion of involving other individuals inthe process. In 1993, Wisconsin Act 283amendmended Chapter 115.85(5) to allow anLEA to enter into an agreement with a HeadStart program to permit Head Start employ-ees to participate as team members in the M-Team process.

The first step of any M-Team evaluation is toexamine all relevant available data concern-ing the child, including records of the child'sprevious and current education performance,health, and social behavior (PI 11.04 (3) (a)1). When M-Team members are reviewingthe records of a young child and there is datawhich substantiates the existence of a disabil-ity, the M-Team members can document thisin their individual reports. The question ofwhether or not additional assessments shouldbe completed will depend on the team'sprofessional judgement and a determinationof whether or not the evaluation materialsutilized by the Head Start program met thecriteria under PI 11.04 (3) (d).

If the LEA M-Team determines that a childdoes not meet Wisconsin PI 11 eligibilitycriteria for special education, can the M-Team determine that the child meets HeadStart disability criteria?

To provide for this type of collaborationwhen a child does not meet PI 11 eligibilitycriteria, the Head Start program and theLEA may enter into an interagency agree-ment that would specify the LEA M-Team,in collaboration with participating Head Startemployees, could determine if a child meetsthe Head Start disability criteria.

If there is not an interagency agreementaddressing collaborative determination usingthe Head Start disability criteria, then theHead Start program must conduct its ownevaluation and make a determination ofeligibility.


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Q. If formal evaluation of a child by a LEA M-Team finds that the child does not meet PI11 eligibility criteria, but is determined byappropriate diagnostician to meet the HeadStart disability criteria, would the child beserved by Head Start as a child with adisability and is Head Start responsible forimplementing a Head Start IEP to providespecial education and related services?

A. Yes. The Head Start eligibility criteria weredeveloped to be compatible with the eligibil-ity criteria in IDEA. Because of this basiccompatibility, it is expected that the vastmajority of children with disabilities servedby Head Start will also be considered ashaving a disability and EEN when the PI 11eligibility criteria are employed. However, ifthe child does not meet the PI 11 eligibilitycriteria, but meets the Head Start disabilitycriteria, then a Head Start managed IEPteam must propose an individualized educa-tion program for this child.

In such a case, this child would not beregarded by the LEA as entitled to FAPEand Head Start would assume principalresponsibility for securing all needed service.In such cases Head Start must develop anIEP, meeting the requirements in 45 CFRPart 1308.19. Since the Head Start programwill be implementing the IEP, the programmust ensure that these services are, by the1994-95 program year, provided by or underthe supervision of personnel meeting statequalifications 45 CFR Part 1308.4 (k).

In effect, any child meeting state educationalagency (SEA) eligibility criteria under IDEAshould also be eligible under the Head Starteligibility criteria 45 CFR 1308.7- 1308.17.No further evaluation would be necessary toestablish whether a disability exists underHead Start diagnostic criteria. In such cases,the multidisciplinary team indicates which ofthe Head Start eligibility criteria apply. Thiswill assist Head Start in its completion of theProgram Information Report (PIR).

Developing IEP'sQ. When the LEA is developing an IEP for a

child with an EEN enrolled in Head Start,may a Head Start representative attend themeeting?

A. Yes. PI 11 specifies the participants in theIEP meeting and indicates that the LEA hasthe discretion of involving other individuals.Recent revisions to Chapter 115.85(5) allowa LEA to enter into an agreement with aHead Start program to allow Head Startemployees to participate as team members inthe IEP process. Head Start rules indicatethat the Head Start representative shouldplay a prominent role in the IEP process andin delivering services for these children.Therefore, it is important that Head Startrepresentative(s) participate in the IEPmeeting to provide information regarding thechild and the Head Start program's ability toimplement the IEP.

The LEA should never unilaterally decidethat a child with a disability is best served byHead Start alone and decline to participate inimplementing the IEP or supporting itsimplementation.

Q. When an IEP is being developed for a childenrolled in Head Start, can both the LEAand Head Start be assigned responsibilitiesfor implementing goals?

A. Yes. If both the LEA and Head Start areinvolved in the school's IEP meeting andboth agree to assume responsibilities, a jointIEP can be developed. It should be noted theLEA develops an IEP strictly for specialeducation services related to the develop-ment of the child. Head Start must addressgoals for the child and for the family. Somefamily goals may relate to the child's devel-opment and will be included in the IEP.However, in many cases Head Start mayneed to separately address their requirementfor meeting family goals as determined in thefamily needs assessment.


Timelines

Q. What are the timelines for implementingscreening, evaluation, and IEP processes?

A. There are two different sets of timelines thatmust be taken into consideration for the LEAevaluation of Head Start children withsuspected disabilities. Head Start hastimelines related to screening and evaluation;the LEA has timelines for the steps related toreferral, evaluation and placement.

Head Start programs have the followingtimelines:

* "health and developmental screening of allHead Start children by 45 calendar daysafter the start of program services in thefall, or for children who enroll after pro-grams services have begun by 45 calendardays after the child enters the program",45 CFR Part 1308.6(b)(1),

* "referral of a child starting as early as thechild's third birthday enrolled in Head Startto the LEA for evaluation as soon as theneed is evident", 45 CFR Part1308.6(e)(1),

* "a meeting must be held at a time conve-nient for the parents and staff to developthe IEP within 30 calendar days of adetermination that the child needs specialeducation and related services", "servicesmust begin as soon as possible after thedevelopment of the IEP", 45 CFR Part1308.19(i),

* "if a child enters Head Start with an IEPcompleted within two months prior toentry, services must begin within the firsttwo weeks of program attendance", 45CFR Part 1308.19(k).

According to PI II Adm. Code, local educationagencies have the following timelines:

* the IEP meeting shall be held within 30days after a M-Team report is approved,and

* The LEA must send a copy of a child'splacement offer to the parent within 90days of the date the LEA received a refer-

Q.

ral for a multidisciplinary evaluation orinitiated a reevaluation. See the appendi-ces for Department of Public Instructiontimelines.

What does a Head Start do about program-ming if the LEA does not follow the requiredtimes or extensions are made?

A. In order to provide necessary services for achild with a suspected disability, Head Startmay start the evaluation process that leads tothe development of an IEP, if the LEA doesnot meet the required timelines. It is impor-tant to note that the LEA evaluation processrequires that once the determination of anEEN has been made, the LEA must make aplacement offer no later than 90 days follow-ing the date of receipt of referral unless anextension is granted by the parent or DPI.Failure of the LEA to meet requiredtimelines can result in the filing of a formalcomplaint with the DPI, and a finding ofnon-compliance.

To support Head Start and LEA partnershipswhich meet the timeline requirements forserving children with disabilities, the inter-agency agreement between Head Start andan LEA should specify any timelines forsteps in the referral /evaluation/IEP process.If timeline issues cannot be resolved locally,the Department of Public Instruction and theResource Access Project may be of assis-tance in defming requirements for timelines.

Procedural SafeguardsQ. Who is responsible for implementing proce-

dural safeguards to ensure that the rights ofchildren with disabilities and their parentsare protected?

A. Under IDEA, and Subchapter V of Chapter115 the LEA must assure that every residentchild with a disability between 3-21 year ofage receives a free appropriate public educa-tion (FAPE) consistent with Part B of IDEA.The :.EA is responsible for ensuring thatthese services are provided, but not-for


3 0

Q.

proviiing them all. The LEA is responsibleto make available services in the least restric-tive environment in accordance with an IEP.Therefore, when a child meets the statespecial education criteria and is receivingspecial education and related services inaccordance with a LEA IEP, proceduralsafeguard and parent rights issues would behandled by the LEA utilizing Part B proce-dural safeguards. Head Start is mandated in45 CFR Part 1308.21(6) to inform parents oftheir rights under IDEA.

When is Head Start responsible for develop-ing an IEP?

A. If an LEA multidisciplinary evaluation teamdetermines that a Head Start enrolled childdoes not meet the state educational agency'scriteria, but the child is subsequently foundto meet one or more of the Head Starteligibility criteria, and needs special educa-tion and related services, then Head Start canproceed with development of its own IEP.Requirements for developing a Head StartIEP are found in 45 CFR Part 1308.

Q. What if the parent believes that their childwas denied services because of an inappro-priate decision made by the LEAmultidisciplinary team?

A. Prior to and throughout the M-Team andIEP processes, Head Start and the LEAshould work together to ensure that theparent understands the respective programscriteria for determining a disability andprocedural safeguards.

If the parent, at the end of the M-Team orIEP process believes that their child wasdenied services because of an inappropriatedecision, then they should first discuss theirconcern with the LEA director of specialeducation/designee. The parent may con-sider their right to an independent evaluationat public expense. if the issue remainsunresolved at this point, the parent mayexercise their right to file for a due process-

ing hearing. The Head Start program or theparent may, at any time, contact the LEAand/or the Department for Public Instructionfor infonnation about parent rights and/orprocedural safeguards.

Children Who TransferQ. When a child who is jointly enrolled in Head

Start and an LEA is transferring from oneLEA to another, must the receiving LEAaccept the IEP of the sending LEA?

A. Yes, the LEA must accept the IEP in thesame manner as an IEP of a transferring childwith a disability not enrolled in Head Start orconduct a new IEP meeting. If the child istransferring from another state, then the LEAwould conduct an M-Team evaluation inaccordance with PI 11.04.

Head Start's Ability To Enroll ThreeYear OldsQ. If a Head Start eligible child with disabili-

ties is three years of age, and is also eligiblefor special education and related servicesunder IDEA, may the Head Start programenroll that child if his/her third birthdaydoes not occur by the cutoff date which theschool uses to determine eligibility for itsregular public school program?

A. For regular education programs, LEAsestablish a cutoff date the child must attain tobe age-eligible for enrollment. However, theIndividuals with Disabilities Education Act(IDEA) requires that children with disabili-ties requiring special education receive a freeappropriate public education beginning witha child's third birthday. Since the LEA isobligated to assure special education forthese children as of their third birthday, theireligibility for public education begins on thatdate. These children should be consideredage-eligible for Head Start as of their thirdbirthday. This is consistent with 45 CFR1305.4(a) which states, "To be eligible forHeau Start services, a child must be at least


31

three years old by the date used to determineeligibility for public school in the communityin which the Head Start program is located."To enroll children in this situation, the HeadStart program should acquire the evaluationteam's findings which indicate that this childhas a disability for which special education/related services are needed. The following isan example:

Marcus turns three years of age on Septem-ber 20. Wisconsin has established Septem-ber 1 as the date by which children must be5 years of age to be eligible for kindergar-ten. Wisconsin has also determined thatyoung children with disabilities are eligiblefor services on their third birthday. Thelocal Head Start has customarily acceptedthree year olds into its program only if theywere three by September 1. Marcus doesnot meet this requirement. However, sincethe LEA has determined that Marcus doeshave a disability requiring special educa-tion, and he is three years of age, Marcus iseligible for public education under IDEA.Since the LEA must regard Marcus aseligible for public education, Marcus shouldbe regarded as age-eligible for Head Start.His selection and enrollment in the HeadStart program would of course be contingentupon determination of his family's incomeeligibility, the application of the program'sselection process consistent with 45 CFRPart 1305.6, and the completion of an IEPwhich indicates that Head Start would be anappropriate placement for him.

The disabilities services plan must addressstrategies for the transition of children fromprograms serving infants and toddlers intoHead Start. Amendments to IDEA requirethat a transition conference to plan fortransition to a preschool program occurs atleast 90 days before the child's third birth-day. Head Start program should attempt toparticipate in these meetings for Head Starteligible children, and take an active role inhelping families and other programs considerHead Start placement for children withdisabilities entering preschool.

Head Start Over Income LimitationQ. Is there any inter-relationship between the

10% over-income limitation and the man-date to have at least 10% of enrollmentopportunities available for children withdisabilities.

A. No. These are two separate requirementswhich do not affect each other. The HeadStart Rule on Recruitment, Selection andEnrollment (Section 1305) requires a pro-gram to have a formal process for selectionwhich must include adherence to the require-ment that 10 percent of the enrollmentopportunities be made available to childrenwith disabilities. At least 90 percent ofchildren in Head Start program must meetHead Start income eligibility guidelines.Children with disabilities whose families areover-income are counted against the 10percent limitation on over-income children.

If a program has 10 percent of its enrollmentslots already occupied by children from over-income families, then an over-income childwith disabilities could not be enrolled in theprogram, since to do so the grantee wouldexceed the 10 percent limitation on servicesto over-income children.

However, it should be noted that the abovecircumstance should be unusual if granteeshave a recruitment plan in place whichactively recruits income-eligible children withpreviously diagnosed disabilities. This re-cruitment plan should include deliberateefforts to recruit children from income-eligible families transitioning from part Hprograms serving infants and toddlers (agesbirth to 2) with disabilities.

Grantees can get an exemption from therequirement to set aside 10 percent of theirenrollment opportunities for children withdisabilities only if their ACF Regional Officeproject officer "determines, based on suchsupporting evidence as he or she may re-quire, that the grantee made a reasonableeffort to comply with this requirement butwas unable to do so because there was aninsufficient number of children with disabili-


32

ties in the recruitment area who wished toattend the program and for whom the pro-gram was an appropriate placement based ontheir Individualized Education Programs(IEP)".

Enrolling Severely DisabledChildren In Head StartQ. Are Head Start programs required to enroll

any eligible Head Start child without regardto the severity of their disability?

A. The Head Start Performance Standards 45CFR 1308.5(c) state: "A grantee must notdeny placement on the basis of a disability orits severity to any child when: (1) the par-ents wish to enroll the child, (2) the childmeets the Head Start age and income eligibil-ity criteria, (3) Head Start is an appropriateplacement according to the child's IEP, and(4) the program has space to enroll morechildren, even though the program has madeten percent of its enrollment opportunitiesavailable to children with disabilities."

The appropriateness of the Head Startprogram as a placement for a child with adisability is determined individually, basedupon a child's needs as indicated in the IEP.Head Start programs cannot establish anyprogram policy which would exclude chil-dren with a certain type or level of disabilityfrom participating in Head Start. For chil-dren with more significant disabilities, anappropriate placement in Head Start willoften require collaboration with other serviceproviders.

If the Head Start program, does not believethat the provisions of a proposed IEP,including resources to be provided by theLEA and other community resources, willenable their program to serve as an appropri-ate placement for the child, the IEP commit-tee cannot compel the program to accept theplacement. In such an event the Head Startrepresentative(s) at the IEP meeting shouldclearly state the reasons for Head Start'sdecision, and what resources, personnel, and

training would be needed to enable HeadStart to provide the placement. Care mustbe taken that such a decision is not contraryto 45 CFR 1308.5(c). The Head Startprogram must demonstrate efforts to removepossible barriers to enrollment, including thefollowing as listed in 45 CFR 1308.5(d).

1) Staff attitudes,and/or apprehensions;

2) Inaccessibility of facilities;

3) Need to access additional resources toserve a specific child;

4) Unfamiliarity with a disabling conditionor special equipment, such as a prosthesis;and

5) Need for personalized special servicessuch as feeding, suctioning, and assistancewith toileting, including catheterization,diapering, and toilet training.

Head Start Staff QualificationsQ. Do the Head Start Disabilities Services

Performance Standards require that HeadStart programs employ staff who meet stateeducational agency standards by the 1994-95 program year in order to serve childrenwith disabilities?

A. 45 CFR 1308.4(K) states that the Head Start"grantee must ensure that the disabilitiesservice plan addresses grantee efforts tomeet State standards for personnel servingchildren with disabilities by the 1994-95program year. Special education and relatedservices must be provided by or under thesupervision of personnel meeting Statequalifications by the 1994-95 program year."

For children in Head Start who are beingserved under an IEP developed by an LEA,the LEA has the responsibility under IDEAto assure that the special education andrelated services are delivered by personnelwho meet the standards required by theState. The LEA should work with the HeadStart program to provide arrangementswhereby such service can be provided for


3 3

children receiving their special education andrelated services in a Head Start placement.

In the rare cases when a child is not found tohave a disability and need for special educa-tion under LEA criteria but does meet HeadStart disability criteria, the Head Startprogram must either employ or contractcertified staff. Head Start's employment ofstaff (full-time, part-time, or consultants)who meet the state educational agencies'requirements for providing and supervisingspecial education and related services is anallowable expense, and must be considered indeveloping the disabilities service plan andprojecting a budget. A Head Start programwill need to consider the resources availablein its community, program commitments ininteragency agreements with the LEAs, andits experience in serving children with dis-abilities when providing staff which willenable the program to have the core capacityneeded to serve children with disabilities inaccordance with 45 CFR 1308.


34

Information UPDATE aWisconsin Deportment of Pubic Instruction / Herbert J. Grover, State Superintendent / 125 South Webster Street / P. O. Box 7841 / Modem, W153707-7841

BULLETIN NO. 9 2 . 1 1

October 1992

TO: District Administrators, CESAAdministrators,.CHCEBAdministrators, Directors of Special Education andPupil Services, Special Education Program Designees,Head Start. Directors, and Other Interested Parties

FROM: Juanita S. Pawlisch, Ph.D., Assistant SuperintendentDivision for Handicapped Children and Pupil Services

SUBJECT: Joint Agreement between the Department of PublicInstruction and Wisconsin Head Start

In 1981 the Wisconsin Department of Public Instruction/Divisionfor Handicapped Children and Pupil Services and the WisconsinHead Start developed their first joint agreement to facilitatereciprocal activities on behalf of young children with dis-abilities. Over the years, this agreement has served the statewell and has led to increased collaboration between local schooldistricts and Head Start programs. This agreement has recentlybeen revised and updated, and a copy of this updated agreementaccompanies this bulletin.

The overall purpose of the updated agreement continues to be thefacilitation of cooperative efforts between local schooldistricts and Head Start programs in the provision of appropriateservices in a least restrictive environment to preschool childrenages 3-5 who have disabilities and exceptional educational needs.This new agreement reaffirms and builds on past cooperativeefforts and offers specific collaborative strategies around childfind, evaluation, individualized planning, placementalternatives, transition and additional cooperative arrangements.A policy framework is established for these efforts and issuesare clarified related to a continuum of service options. Thisagreement provides guidelines to avoid duplication of services,and will assist local communities as they continue to improve andrefine services for young children and their families.

We recommend that this agreement be utilized as the basis forrenewed discussions between the local school districts and HeadStart programs around cooperative efforts and updating existinginteragency agreements. If collaborative efforts have not begunor there is not a written agreement, this agreement may providean opportunity to begin discussions. This agreement can also beshared with local early childhood advisory groups as they addressbroader issues related to the provision of range of serviceoptions for young children and families.

The Department of Public Instruction does not dtscriminote on the basis of race, color, religion, sex, national origin, age, orhandicap.

35

When beginning collaborative efforts and developing new avee-ments, it is important to recognize that building a relationshipwith another agency is vital before a comprehensive agreement canbe reached. Relationship and agreement building are an evolu-tionary process that usually progresses through various develop-ment stages. The process of agreement building may in fact bemore important than the final product. First attempts may beginwith just one of the areas addressed in the accompanying agree-ment. Other areas may be added as parents and personnel from bothagencies reach consensus on what works best for preschoolers intheir community.

We strongly believe that this collaboration will assist schooldistricts and Head Start programs in increasing effective coordi-nation of services to young children with disabilities. Technicalassistance related to the development of local agreements isavailable from the Division for Handicapped Children and PupilServices. Questions regarding this bulletin may be directed toMr. Kenneth Brittingham, Director, Bureau for Exceptional Chil-dren, 125 South Webster Street, P.O. Box 7851, Madison, WI53707-7851, (608) 266-1781, or TDD (608) 267-2427.

Attachments

36

JOINT STATEMENT OF AGREEMENTBETWEEN

THE WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTIONSAND THE

ADMINISTRATION FOR CHILDREN AND FAMILIES,U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICESREPRESENTING HEAD START AGENCIES IN WISCONSIN

I. PARTIES TO THE AGREEMENT

This joint statement of agreement is between the WisconsinDepartment of Public Instruction (DPI) the state educationagency (SEA) and the Administration for Children and Fami-lies (ACF) Region V, representing Head Start agencies inWisconsin. It affects the staff of the respective agen-cies, as well al, local education agencies (LEAs), coopera-tive educational service agencies (CESAs), county handi-capped children's education boards (CHCEBs), and Head Startgrantee agencies, which may include community action pro-grams, private (not-for-profit) agencies, Native Americantribes, school districts, universities, or other governmen-tal agencies.

The Division for Handicapped Children and Pupil Services(DHCPS) within the DPI, is responsible for statewide lead-ership, program development, coordination and supervisionof LEAs with respect to services for children with excep-tional educational needs. ACF has responsibility for su-pervision of grants administration and compliance withfederal standards by local Head Start grantees. Both LEAEarly Childhood: Exceptional Educational Needs (EC:EEN)programs and Head Start serve children ages three throughfive. The EC:EEN programs serve children who need specialeducation services because of documented disabilities de-fined as; cognitive disabilities (mental retardation),learning disabilities, physical handicaps or other healthimpairments, emotional disturbance, speech/language handi-caps, vision handicaps or hearing handicaps. Head Startlegislation includes the disability categories listedabove, however the criteria are somewhat different thanthose found in Chapter PI 11 of the Wisconsin Administra-tive Code used by LEAs.

II. PURPOSE OF THE AGREEMENT

The overall purpose of this agreement is to facilitatecooperative efforts between public school districts andHead Start programs in providing appropriate services in aleast restrictive environment to preschool children, ages3-5, who have disabilities and exceptional educationalneeds. It provides a policy framework for cooperativeefforts and seeks to clarify issues relating to those ef-

3 7

DPI/Head Start AgreementPage 2

forts. It recognizes the need for cooperative planningbetween schools and Head Start in order to provide theservice options for preschool children with EENs.

This agreement is a revision of DPI Information UpdateBulletin #81-2, Joint Statement of Agreement BetweenDPI/DHC and Head Start, which established the framework forcooperative efforts first outlined in DPI Information Up-date Bulletin #78-14, Cooperation Between Public SchoolAgencies and Head Start in Wisconsin Relating To YoungHandicapped Children. It reflects current policies andprocedures for promoting collaboration between the signato-ries and between LEAs and Head Start programs in Wisconsinin the provision of services to young children with dis-abilities.

Nothing in this agreement precludes the inclusion of otherappropriate community service providers in the developmentof collaborative services. LEAs and Head Start programsare encouraged to develop more specific agreements whichdefine areas of cooperation appropriate to their localcommunities. Training and technical assistance is avail-able from DPI or the Head Start Resource Access Project toassist LEAs and Head Start programs in developing and im-plementing local agreements.

Wisconsin school districts are mandated to locate, identi-fy, and evaluate children who have EEN per Subchapter V,Chapter 115 of the Wisconsin Statutes and the Individualswith Disabilities Education Act. Head Start agencies aremandated to locate and provide services to children fromlow income families, according to federal poverty guide-lines, although 10% of enrollment may be over-income. Atleast 10% of Head Start enrollment must be children whohave identified disabilities (P.L. 97-35 as amended).

In considering Head Start as a program alternative forpreschool children with EEN, income eligibility and enroll-ment limits of Head Start must be taken into considerationearly in the process to determine program availability.

III. IMPLEMENTATION

A. CHILD FIND

LEAs are mandated to locate, identify, and evaluatechildren with disabilities within their attendance ar-eas. Federal standards require Head Start programs tomake sure all enrolled children in Head Start receivedevelopmental, health and sensory screening. Localdistricts should recognize Head Start as part of aninformed Child Find referral network. A LEA's informedreferral network, a formal system of communication,identifies and coordinates with local service providers

0DPI/Head Start AgreementPage 3

of young children with disabilities. Each agency shouldestablish liaisons to facilitate communication whichshould include, the exchange of information related tothe respective programs' criteria used in determiningwhether a disability or EEN exists and coordination ofreferrals for children who meet these criteria.

Other Child Find activities could include:

o The timely referral and placement of children fromHead Start to the LEA, and the LEA to Head Start.This would involve the establishment of cooperativereferral and enrollment processes, with the LEA fol-lowing mandated referral and placement timelines andHead Start givin3 priority within their selectionpriorities to eligible children who are referred fromthe LEA.

o Cooperative completion of LEA referral forms to fa-cilitate the referral and evaluation process.

o Establishment of a local cooperative screening pro-cess which includes maintenance of an informed refer-

.

ral network.o Development of a joint reporting system in which Head

Start would provide the LEA with numbers of HeadStart children with disabilities who will transitioninto the LEA following their Head Start experience.

B. EVALUATION

Procedures for referral of children with suspected EENfor evaluation by a multidisciplinary team (M-team)should be mutually agreed upon. Procedures must meetthe standards of Chapter PI 11, Wis. Admin. Code andHead Start regulations, including the confidentialityand due process requirements of each program. Proce-dures may include the following:

o Head Start and LEA staff exchange of informationrelated to their respective criteria used for deter-mining a disability or EEN. This is important asthere are differences in each program's eligibilitycriteria per regulations governing each agency.

o Transmittal of relevant information from Head Startto the LEA, with written parental consent, when re-ferrin3 an enrolled child for evaluation.

o LEA utilization of Head Start assessment informationin the M-team process, if assessments by qualifiedHead Start staff and/or consultants are current.Utilization of assessment information by the LEA canavoid unnecessary duplication of effort. Members ofthe M-team should use their professional judgement todecide if it is necessary to complete additionalassessments. When an M-team member accepts the find-ings from a previous report, that M-team member's

DPI/Head Start, AgreementPage 4

report should cite specific items from the previousreport and indicate how they are consistent with hisor her own documented observations of the child.

o With parental consent, Head Start staff participationin the M-team and IEP process to enable the exchangeof information,

o LEA and Head Start staff agreement to utilize thesame developmental assessment tools to facilitate theevaluation process.

C. INDIVIDUALIZED PLANNING GOALS AND OBJECTIVES

LEAs are required to develop an individualized educationprogram (IEP) for each child with an exceptional educa-tional need. Head Start programs are required to devel-op individual education plans (IEP) representing allareas of comprehensive programming for children withdiagnosed disabilities. Each of these plans delineatethe child's present level of functioning, the goals andobjectives to be addressed, and the services that thechild will receive.

Cooperative development of IEPs between each agency canensure that children receive services which meet theirindividual needs. Methods to be used can include thefollowing:

o LEA staff attendance at a Head Start IEP meeting fora Head Start eligible child with a disability.

o Head Start staff attendance at an LEA IEP meetingwhen the EEN eligible child is being referred or is

enrolled in Head Start.o LEA and Head Start coordination of goals and objec-

tives identified in each IEP when shared programmingwill occur. Each program will assume its identifiedresponsibility for implementing goals and objectives.

o LEA and Head Start staff joint review of the child'sprogress toward identified goals.

D. PLACEMENT ALTERNATIVES

LEA operated preschool special education programs andHead Start programs are both legal and viable programalternatives among a range of options for preschoolchildren with EENs. Head Start can be a possible place-ment for individual preschool children whose developmen-tal needs require an experience in a normalizing envi-ronment with their non-disabled peers. Parents shouldbe informed of possible programming alternatives whichmay include Head Start. Parental input must be consid-ered, as preschool age children are not included in

mandatory attendance legislation. In addition, thefollowing points should be kept in mind when consideringprogram options.

4 0


o When Head Start is one of the placement alternativesfor a child, Head Start staff should participate withthe IEP Committee and the placement group in review-ing the child's needs and the ability of each programto meet those needs.

o When a child with an EEN is placed in Head Start, theLEA must make provisions for special education pro-gramming and related services required by the IEP.EEN services may be delivered at the Head Start siteby permanently placed or itinerant staff of theschool district. Services may include, among others;EC:EEN programming, speech/langua$e programming,hearing impaired programming, vision impaired pro-grammin$, and related services, such as occupationalor physical therapy, psychological services or othersas specified in the IEP.

o A child may be enrolled in both an EC:EEN program anda Head Start classroom or Home Visitation program,spending time in each program.

IV. TRANSITION

LEAs and Head Start programs should develop an overall planto facilitate the smooth transition of children from HeadStart to school or from an LEA preschool special educationclass to Head Start. The plan should include these basicelements:

o A system of communication for sharing relevant informa-tion about each child who is transitioning with parentalpermission.

o A system for preparing the child for transition whichcould include site visits or other transition activi-ties.

o A method for assisting and involving the parents of eachchild with the transition and providing them with essen-tial information regarding their role in the process.

o Inclusion of the sending agency staff and use of sharedinformation in evaluation for EEN, developing IEPs andin considering placement options.

o A system for transfer of individual records that pro-tects confidentiality.

o Scheduled conferences regarding progress of individualchildren.

V. OTHER COOPERATIVE ARRANGEMENTS

Other local service arrangements may include options appro-priate to community needs. They may include:

o Arrangement for facilities to be shared by Head Startand EC:EEN programs to enable participation by childrenin integrated activities. Staff of both programs may

/11


designate responsibility for those to be performed sepa-rately.

o Cooperative arrangements to provide support services,such as transportation, appropriate health and nutritionservices, and parent support services.

o Joint visits to parents homes by staff from both pro-grams when children are enrolled in both programs.

o Cooperatively sponsored parent support groups and/ortraining workshops.

o Cooperatively sponsored or jointly attended staff train-ing activities.

o Establishment of and/or participation in a communityearly childhood coordinating council.

VI. COUNTING AND REPORTING

Children enrolled in Head Start with service provided bythe LEA under an IEP shall be reported by the LEA for in-clusion in the federal child count and by Head Start in theHead Start Program Information Report. This does not con-stitute a duplicate count, as the data are used by twoseparate federal agencies for different purposes.

VII. REVIEW AND DISSEMINATION

This agreement will be reviewed periodically by representa-tives of the Wisconsin Department of Public Instruction andthe federal Region V, Administration for Children and Fami-lies, with recommendations for necessary changes to accom-modate changing circumstances.

The Wisconsin Department of Public Instruction and theRegion V, Administration for Children and Families will beresponsible for dissemination of this agreement to localschool districts and Head Start grantees respectively. Theagreement will be effective immediately upon joint signa-ture.

Wisc sin. 11Iic /

, A,Ve Superi

Administration for Children andFamilies, U.S. Dept. ofHealth and Human Services

Marion N. Ste yRegional Administrator

qi 9/er "VDaLe

MEMORANDUM OF UNDERSTANDING

BETWEEN

SCHOOL DISTRICT

AND

HEAD START PROGRAM

This Agreement is between (School District name) and (Head Start Program name) for theperiod of (date) to (date).

I. Purpose Statement

The purpose of this Agreement is to establish working procedures between (SchoolDistrict Name) and (Head Start Program name) in the provision of services topreschool children eligible for special education in compliance with Federal and Statelaws and regulations.

It is the intent of this Agreement to:

1. Define which service will be provided by each Agency.

2. Ensure that children eligible for preschool special education services receive a freeappropriate public education, as required by law, in the least restrictiveenvironment.

3. Ensure that each Agency cooperatively maintains communication and sharesleadership responsibilities at the local level to ensure that available resources areutilized in the most effective manner.

4. Ensure that cooperative arrangements between (School District Name) and (HeadStart Program Name) are developed, implemented, and preserved.

This Agreement applies only to preschool children three years old to kindergarten whoare eligible for special education services.

Reprinted and adapted with permission from Themes & Issues - Head Start/Lea Cooperation - Why?, ArizonaDepartment of Education - Special Education, 1993.

1

43

2

II. Program Mandates

Responsibility of School District

1. Provide services to preschool children with disabilities following the Individualswith Disabilities Education Act and Subchapter V, Chapter 115 Wis states andChapter PI 11 Wis. Adm. code.

2. Provide preschool children with disabilities a free appropriate public education(FAPE) including the development and implementation of an IndividualizedEducation Program (IEP), procedural safeguards and the provision of relatedservices.

3. Place preschool children with disabilities in the least restrictive environment withan opportunity to interact with non-disabled peers to the maximum extentappropriate.

4. Work with appropriate community agencies to provide services to preschoolchildren with disabilities.

Responsibility of Head Start Program

1. Recruit, enroll and serve eligible children ages 3-5. Make available at least 10percent of enrollment opportunities in Head Start for children with disabilities whoare eligible to participate.

2. Screen all enrolled children for potential problems in the areas of health anddevelopment.

3. As soon as the need is evident, refer children with suspected educational needs fora multidisciplinary evaluation.

4. Provide services to enrolled children with disabilities following the Head StartPerformance Standards on Services to Children with Disabilities (45 CFR 1308).

5. Work closely with other community agencies in providing necessary services tochildren with disabilities.

III. Program Description

1. School District (general identifyinginformation including names and addresses of schools in the District required toprovide services to preschool children with disabilities).

44

2. Head Start Program (generalidentifying information to include names and addresses of centers located withinthe School District and the number of children served).

IV. Service Implementation

1. Child Find/Screening

School District will:

a.b.c.

Head Start will:

a.b.c.

2. Referral for Evaluation


a.b.c.

Head Start will:

a.b.c.

3. Comprehensive Evaluation

a.b:c.


Head Start will:

4 5

3

a.b.c.

4. Individualized Education Program Development

Sc hool District will:

a.

b.C.

Head Start will:

a.b.c.

5. Placement


a.b.c.

Head Start will:

a.b.c.

6. Specific Program Service Delivery (to include transportation, therapy, and specialeducational resource)

a.

b.c.

4


Head Start will:

4 6

a.

b.c.

7. Procedures for Hiring and Supervising Staff Providing Special Services


a.

b.c.

Head Start will:

a.b.c.

8. Procedures for Review/Monitoring Child's Progress


a.

b.c.

Head Start will:

a.

b.

c.

V. Confidentiality

School District and Head Start Program shallfollow the requirements outlined in the Family Education Right to Privacy Act(FERPA).

VI. Training and Technical Assistance


47

5

a.b.c.

Head Start will:

a.

b.c.

VII. Counting and Reporting With Children


a.b.c.

Head Start will:

a.b.c.

VIII. Transition Activities

a.b.c.

a.

b.c.

6


Head Start will:

13

IX. Termination/Review

This Memorandum of Understanding will be reviewed and revised by (Program Title)and (Program Title) on an as needed basis or at least once annually. This Agreementmay be terminated by either party upon thirty (30) days written notice.

Name, Title Name, Title

Date Date

Name, Title Name, Title

Date Date

497

ELIGIBILITY REQUIREMENTSHEAD START AND WISCONSIN SPECIAL EDUCATION

Criteria Comparison Chart

Head Start eligibility criteria were revised in 1993. They are compatible with the

Individuals with Disabilities Education Act (IDEA) which provides a framework

for State Education Agency criteria and were revised in this way to minimize

confusion for both parent and agencies and to foster collaboration.

On the following pages is a side by side comparison of these requirements. This

comparison is intended to highlight similarities and slight variations in the two

sets of regulations. Abbreviated definitions of some disabilities are shown here.

* The order of criteria in this comparison chart follows the sequence in the

Head Start Disability Regulations (45 CFR Part 1308). For the complete

list of state diagnostic criteria see PI 11. For a complete set of Head Start

eligibility criteria and guidance see 45 CFR Part 1308.

** With the passage in 1993 of. Wisconsin Act 14, the addition of several

categories to Wisconsin Statute 115 brought Wisconsin into conformity

with (IDEA) eligibility requirements. State administrative rules are in the

process of being developed. Until these definitions are approved, IDEA

definitions are to be utilized.

*ELIGIBILITY CRITERIA

Head Start 45 CFR Part 1308Health Service Petfortriaive Standards S. Adm. Code

1308.7 Health Impairmentsa) A child is classified as health impaired

who has limited strength, vitality oralertness due to a chronic or acute healthproblem which adversely affectslearning.

b) The health impairment classificationmay include, but is not limited to,cancer, some neurological disorders,rheumatic fever, severe asthma,uncontrolled seizure disorders, heartconditions, lead poisoning, diabetes,AIDS, blood disorders, includinghemophilia, sickle cell anemia,cystic fibrosis, heart disease andattention deficit disorder

c) This category includes medically fragilechildren such as ventilator dependentchildren who are in need of specialeducation and related services.

IDEA Definition (**PI 11 rule indevelopment)"Other health impairments" means havinglimited strength, vitality or alertness, due tochronic or acute health problems such asheart condition, tuberculosis, rheumaticfever, nephritis, asthma, sickle cell anemia,hemophilia, epilepsy, lead poisoning,leukemia, or diabetes that adversely affectsa child's educational performance.

d) A child may be classified as havingan attention deficit disorder underthis category who has chronic andpervasive developmentallyinappropriate inattention,hyperactivity, or impulsivity. To beconsidered a disorder, this behaviormust affect the child's functioningseverely. To avoid overuse of thiscategory, grantees are cautioned toassure that only the enrolled childrenwho most severely manifest thisbehavior must be classified in thiscategory.

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Head Start 45 CFR Part 1.308Health Service Performance Standards P1 11, Wis. Adm. Code

1308.8 Emotional/Behavioral Disordersa) An emotional/behavioral disorder is a

condition in which a child's behavioralor emotional responses are so differentfrom those of the generally accepted,age-appropriate norms of children withthe same ethnic or cultural backgroundas to result in significant impairment insocial relationships, self-care, educationalprogress or classroom behavior. A childis classified as having anemotional/behavioral disorder whoexhibits one or more of the followingcharacteristics with such frequency,intensity, or duration as to requireintervention:

1) Seriously delayed socialdevelopment including an inabilityto build or maintain satisfactory (ageappropriate) interpersonalrelationships with peers or adults(e.g., avoids playing with peers);

2) Inappropriate behavior (e.g.,dangerously aggressive towardsothers, self-destructive, severelywithdrawn, non-communicative);

3) A general pervasive mood ofunhappiness or depression, orevidence of excessive anxiety orfears (e.g., frequent crying episodes,constant need for reassurance); or

4) Has a professional diagnosis ofserious emotional disturbance.

PI 11.35(g) Emotional Disturbance2. Emotional disturbance is characterized

by emotional, social and behavioralfunctioning that significantly interfereswith the child's total educationalprogram and development including theacquisition or production, or both, ofappropriate academic skills, socialinteractions, interpersonal relationshipsor intrapersonal adjustment.

3. All children may experience situationalanxiety, stress and conflict ordemonstrate deviant behaviors at various'times and to varying degrees. However,the handicapping condition of emotionaldisturbance shall be considered onlywhen behaviors are characterized assevere, chronic or frequent and aremanifested in 2 or more of the child'ssocial systems, e.g., school, home orcommunity. The M-Team shalldetermine the handicapping condition ofemotional disturbance and further shalldetermine if the handicapping conditionrequires special education. Thefollowing behaviors, among others, maybe indicative of emotional disturbance:a. An inability to develop or maintainsatisfactory interpersonal relationships.b. Inappropriate affective or behaviorresponse to what is considered a normalsituational condition.c. A general pervasive mood ofunhappiness, depression or state ofanxiety.d. A tendency to develop physicalsymptoms, pains or fears associated withpersonal or school problems.e. A profound disorder incommunication or socially responsive

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Head Start 45 CFR Part 1308Health Service Performance Standards PI II Wis. Adm. Code

(continued) (continued)f. An inability to learn that cannot be

Guidance: explained by intellectual, sensory orSuggested primary members of a Head Start health factors.Evaluation Team for Emotional/Behavioral g. Extreme withdrawal from socialDisorders: psychologist, psychiatrist or interaction or aggressiveness over another clinically trained and State qualified extended period of time.mental health professionals; pediatrician h. Inappropriate behaviors of such

severity or chronicity that the child'sfunctioning significantly varied fromchildren of similar age, ability,educational experiences andopportunities, and adversely affects thechild or others in regular or specialeducation programs.

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Head Start 45 CFR Part 1308Health Servke Performance Standards PI 11, Wis. Adm. Code

1308.9 Speech and LanguageImpairmentsa) A speech or language impairment means

a communication disorder such asstuttering, impaired articulation, alanguage impairment, or a voiceimpairment, which adversely affects achild's learning.

b) A child is classified as having aspeech or language impairmentwhose speech is unintelligible muchof the time, or who has beenprofessionally diagnosed as havingspeech impairments which requireintervention or who is professionallydiagnosed as having a delay indevelopment in his or her primarylanguage which requiresintervention.

c) A language disorder may be receptive orexpressive. A language disorder may becharacterized by difficulty inunderstanding and producing language,including word meanings (semantics),the components of words (morphology),the components of sentences (syntax), orthe conventions of conversation(pragmatics).

d) A speech disorder occurs in theproduction of speech sounds(articulation), the loudness, pitch orquality of voice (voicing), or therhythm of speech (fluency).

Suggested primary members of a Head StartEvaluation Team for Speech or LanguageImpairment:

Speech PathologistLanguage PathologistAudiologist

PI 11.355 (2)(e) Speech and LanguageHandicaps1. Speech and language handicaps arecharacterized by a delay or deviance in theacquisition of prelinquistic skills, orreceptive skills or expressive skills or bothof oral communication. The handicappingcondition does not include speech andlanguage problems resulting fromdifferences in paucity of or isolation fromappropriate models.a. Special consideration include:i. Elective or selective mutism or schoolphobia shall not be included except incooperation with programming for theemotionally disturbed.ii. Documentation of a physical disabilityresulting in a voice problem, e.g. nodules,cleft palate, etc., or an expressive motorproblem, e.g. cerebral palsy, dysarthria,etc., shall not require the determination of ahandicapping condition in speech andlanguage.

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Head Start 45 CFR Part 1308Health Service Performance Standards P1 11. Wis. Adtn. Code

1308.10 Mental RetardationA child is classified as mentally retardedwho exhibits significantly sub-averageintellectual functioning and exhibits deficitsin adaptive behavior which adversely affectlearning. Adaptive behavior refers to age-appropriate coping with the demands of theenvironment through independent skills inself-care, communication and play.

Guidance:a) Evaluation instruments with age-

appropriate norms should be used.These should be administered andinterpreted by professionals sensitive toracial, ethnic and linguistic differences.The diagnosticians must be aware ofsensory or perceptual impairments thatthe child may have (e.g., a child who isvisually impaired should not he testedwith instruments that rely heavily onvisual information as this could producea depressed score from which erroneousdiagnostic conclusions might be drawn).

Suggested primary members of a Head StartEvaluation Team for Mental Retardation:

PsychologistPediatrician

P1 11.35 (2)(a) CognitiveDisability/Mental RetardationMental retardation refers to significantlysubaverage general intellectual functioningexisting concurrently with deficiencies inadaptive behavior manifested during thedevelopmental period. (AAMD definition--Grosman, 1973). (Standard deviation(S.D.) is used to signify variability from themean. The mean is an average of thescores in a set; the standard deviation is anaverage of how distant the individual scoresin a distribution are removed from themean.)

I. Measured intelligenceMild -2 to -3 S.D.Moderate -3 to -4 S.D.Severe -4 to -5 S.D.Profound -6 S.D.

II. Adaptive functioningA child is determined to be in the lower2% of his or her age group onformal/informal criterions, scales anddata in his or her ability to interact withothers, manipulate objects and tools,move about in the environment andotherwise meet the demands andexpectancies of the general society andenvironment.

III. Academic functioningAge 3-5, 1.5 years behind on normativelanguage, perception and motordevelopment criterion.

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Head Start 45 CFR Part 1308Health Service Performance Standards P1 11, Wis. Adm. Code

1308.11 Hearing Impairmenta) A child is classified as deaf is a hearing

impairment exits which is so severe thatthe child is impaired in processinglinguistic information through hearing,with or without amplification, andlearning is affected. A child is classifiedas hard of hearing who has a permanentor fluctuating hearing impairment whichadversely affects learning; or

b) Meets the legal criteria for beinghard of hearing established by theState of residence.

c) Experiences recurrent temporary orfluctuating hearing loss caused by otitismedia, allergies, or eardrum perforationsand other outer or middle ear anomalies

over a period of three months or more.

PI 11.355 (2)(d) Hearing HandicappedI. An auditory handicap is determined bymedical (otologic) and audiologicevaluations. Examination shall be done bya physician specializing in diseases of theear and evaluation by a certified clinicalaudiologist. The loss in hearing acuityaffects the normal development of languageand is a medically irreversible condition forwhich all medical interventions have beenattempted. The hearing loss affects a childin varying degrees, depending on the timethe loss was sustained.a. The hard of hearing child mans a childwho, with a hearing aid, can develop alanguage system adequate to successfulachievement and social growth.Audiological assessment should indicate atleast a 30 db loss in the better ear in thespeech range. Difficultly in understandingconversational speech as it takes place in agroup necessitates special considerations.b. Severely handicapped hearing childmeans a child who, with or without ahearing aid is unable to interpret adequatelyaural/oral communication. Audiologicalassessment indicates a minimum loss of 70db in the better ear. Inability todiscriminate all consonants and otherdifficulties appear as the loss becomesgreater.

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Head Start 45 CFR Part 1308Health Service Performance Standards PI 11, Wis. Adm. Code

1308.12 Orthopedic IDEA Definition (" PI 11 rule ona) A Child is classified as having an physical handicapped being revised)

orthopedic impairment if the condition is A orthopedic impairment means a severesevere enough to adversely affect a orthopedic impairment that adverselychild's learning. An orthopedic affects a child's educational performance.impairment involves muscles, bones, or The term includes impairments caused byjoints and is characterized by impaired congenital anomaly (e.g., clubfoot, absenceability to maneuver in educational or of some members, etc.), impairmentsnon-educational settings, to perform fine caused by disease (e.g., poliomyelitis, boneor gross motor activities, or to perform tuberculosis, etc.), and impairments fromself-help skills and by adversely affectededucational performance.

other causes (e.g., cerebral palsy,amputations, and fractures or burns that

b) An orthopedic impairment includes,but is not limited to, spina bifida,cerebral palsy, loss of or deformedlimbs, contracture caused by burns,arthritis, or muscular dystrophy.

cause contracture).

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I

Head Start 45 CFR Part 1308Health Service Performance Standards PI 11 Wis. Adm. Code

1308.13 Visual ImpairmentA child is classified as visually impairedwhen visual impairment, with correction,adversely affects a child's learning. Theterm includes both blind and partiallyseeing children.

a) A child is classified as visually impairedwhen visual impairment, with correction,adversely affects a child's learning. Theterm includes both blind and partiallyseeing children. A child is visuallyimpaired if:1) The vision loss meets the definition

of legal blindness in the State ofresidence; or

2) Central acuity does not exceed20/200 in the better eye withcorrective lenses, or visual acuity isgreater than 20/200, but isaccompanied by a limitation in thefield of vision such that the widestdiameter of the visual field subtendsan angle no greater than 20 degrees.

b) A child is classified as having avisual impairment if central acuitywith corrective lenses is between20/70 and 20/200 in either eye, or ifvisual acuity is undetermined, butthere is demonstrated loss of visualfunction that adversely affects thelearning process, including faultymuscular action, limited field ofvision,' cataracts, etc.

PI 11.35 (2)(c) Visually ImpairedA visual handicap is determined byfunctional visual efficiency including visualfields, ocular motility, binocular vision andaccommodation. A visual handicap isdetermined by medical examination, e.g.,by an ophthalmologist or optometrist.1. Visual fields. a. Moderately visuallyhandicapped means distance visualmeasurements of 20/70 and 20/200 in thebetter eye after correction. Near visionmeasurements of 14/56. e.g., Jaeger 10, ornear vision equivalents.h. Severely visually handicapped meansdistance visual measurements of 20/200 to20/400 in the better eye after correction.Near vision measurements of 14/140, e.g.,or near vision equivalents.c. Profoundly visually handicapped means:i. Distance visual measurements are 20/500or less in the better eye after correctionii. HM - the ability to perceive handiii. PLL - perceives and localizes light inone or more quadrants.d. Totally blind means:i. LP-perceives but does not localize light.ii. No LP - no light perception.e. Peripheral field and central vision lossmeans peripheral field so contracted thatthe widest diameter of such field subtendsand angular distance no greater than 50degrees.2. Ocular motility means loss of visionefficiency in either eye, due to double orbinocular vision.3. Lack of binocular vision means theinability to use the 2 eyes simultaneously tofocus on the same object and to fuse thetwo images into a single image.4. Lack of accommodation means theinability of the eye to hold a steady fixation

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Head Start- 45 CFR Part 1308Health Service PerfortnanceStandirds

1308.14 Learning Disabilitiesa) A child is classified as having a learning

disability who has a disorder in one ormore of the basic psychologicalprocesses involved in understanding or inusing language, spoken or written, whichmay manifest itself in imperfect abilityto listen, think, speak or, for preschoolage children, acquire the precursor skillsfor reading, writing, spelling or doingmathematical calculations. The termincludes such conditions as perceptualdisabilities, brain injury, and aphasia.

c) This definition for learning disabilitiesapplies to four and five year old childrenin Head Start. It may be used at aprogram's discretion for childrenyounger than four or when a three yearold child is referred with a professionaldiagnosis of learning disability. Butbecause of the difficulty of diagnosinglearning disabilities for three year olds,when Head Start is responsible for theevaluation it is not a requirement to usethis category for three year olds.

P1 IL Wis. Adm. Code

PI 11.35 (2)(f) Learning Disabilities1. The handicapping condition of learningdisabilities denotes severe and uniquelearning problems due to a disorder existingwithin the child which significantlyinterferes with the ability to acquire,organize or repress information. Theseproblems are manifested in schoolfunctioning in an impaired ability to read,write, spell or arithmetically reason orcalculate.

2. Criteria for identification. The childshall meet the criteria in subd.2. a. and b.to be considered as having thehandicapping condition of learningdisabilities. (Note for the purposes of thiscomparison only those criteria itemsrelating to young children are included. Forthe complete criteria and formulas refer toPI 11.)a. Academic functioning. A child whoseprimary handicapping condition is due tolearning disabilities shall exhibit asignificant discrepancy between functionalachievement and expected achievement. Asignificant discrepancy is defined asfunctional achievement at or below 50%(.5) of expected achievement.i. The child when first identified, shall havea significant discrepancy in functionalachievement in 2 or more of the readinessor basic skill areas of math, reading,spelling and written language. Todetermine a significant discrepancy in thereadiness areas the M-Team shall considerthe child's receptive and expressivelanguage and fine motor functioning....b. Intellectual functioning. Children whoseprimary handicapping condition is due tolearning disabilities shall exhibit normal or

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(continued)

i. this measure of intellectual functioningmay be established by a score above aminus one standard deviation on a singlescore intelligence instrument, or by a verbalinstrument.3. Learning problems, when primarily dueto the following, shall be excluded fromconsideration as learning disabilities:a. The handicapping conditions specified ins. 115.76 (3), Stats.b. Learning problem resulting fromextended absence, continuous inadequateinstruction, curriculum planning, orinstructional strategies.c. Discrepancies between ability and schoolachievement due to motivation.d. Functioning at grade level but withpotential for greater achievement.

1308.15 AutismA child is classified as having autism whenthe child has a developmental disability thatsignificantly affects verbal and non-verbalcommunication and social interaction, thatis generally evident before age three andthat adversely affects educationalperformance.

IDEA Definition (**PI 11 rules indevelopment)Autism means a developmental disabilitysignificantly affecting verbal and non-verbal communication and socialinteraction, generally evident before agethree, that adversely affects educationalperformance. Other characteristics oftenassociated with autism are engagement inrepetitive activities and stereotypedmovements, resistance to environmentalchange or change in daily routines, andunusual responses to sensory experiences.The term does not include children withcharacteristics of the disability seriousemotional disturbance, as defined inparagraph (b)(9) of this section.

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Head Start 45 CFR Part 1308Health Service Performance Standards P1 11, Wis. Adm. Code

1308.16 Traumatic Brain InjuryA child is classified as having traumaticbrain injury whose brain injuries are causedby an external physical force, or by aninternal occurrence such as stroke oraneurysm, with resulting impairments thatadversely affect educational performance.The term includes children with open orclosed head injuries, but does not includechildren with brain injuries that arecongenital or degenerative or caused bybirth trauma.

IDEA Definition ( * *PI 11 rules indevelopment)Traumatic brain injury means an acquiredinjury caused by an external physical force,resulting in total or partial functionaldisability or psychosocial impairment, orboth, that adversely affects a child'seducational performance. The term appliesto open or closed head injuries resulting inimpairment in one or more areas, such ascognition; language; memory; attention;reasoning; abstract thinking; judgment;problem-solving; sensory perceptual andmotor abilities; psychosocial behavior;physical functions; information processing;and speech. The term does not includebrain injuries that are congenital ordegenerative, or brain injuries induced bybirth trauma.

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1308.17 (e Other Impairmentsb) if the State Education Agency

eligibility criteria for preschoolchildren include an additionalcategory which is appropriate for aHead Start child, children meetingthe criteria for that category mustreceive services as children withdisabilities in Head Start programs.Examples are "preschool disabled,""in need of special education,""educationally disabled," and "non-categorically disabled."

c) Children ages three to five, inclusive,who are experiencing developmentaldelays, as defined by their State and asmeasured by appropriate diagnosticinstruments and procedures, in one ormore of the following areas: physicaldevelopment, cognitive development,communication development, social oremotional development, or adaptivedevelopment, and who by reason thereofneed special education and relatedservices may receive services as childrenwith disabilities in Head Start programs.

d) Children classified as deaf-blind,whose concomitant hearing andvidual impairments cause suchsevere communication and otherdevelopmental problems that theycannot he accommodated in specialeducation programs solely for deafor blind children are eligible forservices under this category.

There are currently no additional categoriesin Wisconsin.

Wisconsin utilizes IDEA definition. Thereare no PI -11 rules.

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e) Children who are classified as having PI 11.35 (h) Multiple Handicappedmultiple disabilities whose concomitant A multiple handicapped child is one whoimpairments (such as mental retardation has 2 or more handicapping conditionsand blindness), in combination, cause leading to EEN which may requiresuch severe educational problems that programming considerations and arethey cannot be accommodated in special determined by an M-Team composed ofeducation programs solely for one of the specialists trained, certified and experiencedimpairments are eligible for services in the teaching of children with the EEN.under this category. The term does notinclude deaf-blind children, forrecordkeeping purposes.

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Questions and Answers Related To The M-Team ProcessFor Preschoolers With Exceptional Educational Needs

by

Jenny Lange, Education ConsultantEarly childhood: EEN ProgramsBureau for Exceptional ChildrenDepartment of Public Instruction

125 South Webster StreetPO Box 7841

Madison, WI 53707

January, 1992

Does the State of Wisconsin have specific criteria for placement of children in EarlyChildhood: Exceptional Needs (EC:EEN) programs?

The state has no criteria for placement in any specific special education program, nor can it.The state's criteria are for the determination of handicapping conditions. To be eligible forspecial education, a child must have a handicapping condition and a need for specialeducation. If both are true, then the child is a child with exceptional educational needs (BEN)and is eligible for special education. The specific placement for each child is to beindividually determined based on the child's individualized education program (IEP).

Based upon recent questions of this nature from the field, it would appear that there is somemisconception regarding programming for three-to five-year old children and EarlyChildhood: Exceptional Educational Needs (EC:EEN) programs. Thus, there needs to be theinitial recognition and understanding that EC:EEN is not a handicapping condition, but aprogram placeinent/delivery option which school districts may elect to operate to serveidentified handicapped children, ages three to five, who meet criteria for one or more of thehandicapping conditions enumerated in PI 11.35, Wis. Admin. Code. There is no EC:EENcriteria per se. Consequently, under current state rules, a child, three to five years of age, mayonly be placed in an EC:EEN program (class) when s/he meets criteria for one or more of thehandicapping conditions, i.e., cognitive disability, learning disabilities, emotional disturbance,physical handicap, speech/language handicap, visual handicap, or hearing handicap. If,however, a child does not meet the criteria for one or more of these handicapping conditions,the child is not a child with exceptional educational needs (EEN) and is not eligible forplacement in an EC:EEN program or a categorical program.

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Can a district utilize local guidelines to assist staff in determining the impact of a handicapupon a preschooler's development?

While it is recognized that some districts utilize guidelines to determine the extent to which ahandicap interferes with a preschooler's ability to function on a developmental levelcommensurate with his/her peers, and that this process may be helpful in determining whetheror not the child needs special education, it should not be confused with the MultidisciplinaryTeam's (M-Team's) responsibility for documenting the existence of a handicapping conditionper PI 11.35, Wis. Admin. Code, and may not dictate placement. The needs of the child, asreflected in the IEP, shall dictate placement.

What constitutes an appropriate developmental assessment for a preschooler?

A developmental history is compiled by reviewing the child's past records and interviewingthe parents. This type of information can often point to "patterns" of delays or disorders overa period of time. It is also important to study any profiles from previous interventions,including test scores which were obtained prior to those interventions. This review helps theteam generate a set of assessment questions to determine the nature and extent of thedisability. The assessment process becomes a fact-finding mission that includes an analysis ofall aspects of a child's past and present performance, to answer the question, "What exactly isthe problem and how severe is it?" Even when documentation exits that an impairment ispresent, the team needs to determine if it significantly interferes with the preschooler's abilityto operate on a developmental level commensurate with his/her peers. To do this, instrumentswhich adequately address all areas of development must be utilized. The areas of developmentmost commonly assessed in young children are:

Cognition: the ability to remember and make sense out of one's experience. Cognitive abilityis the ability to think and is often thought of in terms of intelligence.

Communication: the ability to effectively use and understand age-appropriate language,including vocabulary, grammar, and speech sounds.

Fine motor: the ability to use and control the small muscles of the body, particularly thesmall muscles in the arms and hands that allow performance of increasingly complicatedtasks.

Gross motor: the ability to use and control the large muscles used in standing, walking,balancing, and climbing.

Social/emotional: the ability to develop and maintain functional interpersonal relationshipsand to exhibit age-appropriate social and emotional behaviors.

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Adaptive /self -help skills: the ability to become increasingly independent in taking care offeeding, dressing, toileting, and other personal needs.

All areas of development including vision and hearing, must be looked at to get a clearpicture of the child's strengths and weaknesses.

Last, but not least, the team should observe the preschooler in the child's own homeenvironment, with the child's personal toys and among family members.

Can an EC:EEN teacher serve as the primary teacher on an M-Team for a preschooler?

Since EC:EEN teachers have been trained to assess and program for the young exceptionalchild as stated in Wisconsin Administrative Code PI 3.03, the DHCPS will continue tosupport the role of the EC:EEN teacher as a primary member of the preschooler's M-Team.

Evaluators of young children must be sensitive to the rapid changes that occur durin,, theearly years of life and possess a special alertness to, and a working knowledge of, the manynormal stages and phases that a young child moves through. Without this insight into thenatural sequence of development, it is difficult to sort out what is normal and what is not.

Since preschooler's with disabilities often have related problems across the developmentaldomains, an accurate determination of the young child's level of functioning in all areas ofdevelopment is necessary to uncover the scope of his/her delays and deficits as well as his/herstrengths. This type of developmental assessment, which the EC:EEN teacher has been trainedto conduct along with a developmental history, can reveal "patterns" of delays or irregularitiesin development. An evaluation of this nature helps the M-Team document the degree to whichthe child's handicap is affecting his/her ability to function and participate in daily activitiesand profiles the child's competencies which provide focal points for affirmative programming.

Can a preschooler with a speech and language handicap be placed in an EC:EEN program?

Depending upon the IEP, a three- to five-year-old child identified as speech and languagehandicapped may be placed in an EC:EEN program and/or in a speech and language program.

Children who have significant language impairments often exhibit delays in other areas aswell. While children with this type of profile may be identified under the speech andlanguage handicap, their placements are dependent upon their unique needs as outlined intheir IEPs.

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Due to the interrelationships across the domains of development, the IEP addresses all theneeds of the young child with exceptional educational needs in the developmental areas whichhave been significantly affected by the child's handicap.

What kinds of evaluations should a school district conduct when an EEN child is referredfrom a B-3 early intervention program with records that include recent test scores?

A full developmental evaluation by LEA staff could result in a duplication of effort, if the

testing completed by the qualified B-3 staff is very recent and includes scores frominstruments which school district M-Teams would also utilize.

It is important to remember that the first step of any M-Team evaluation is to examine allrelevant available data concerning the child, including records of the child's previous and

current educational performance, health, and social behavior (PI 11.04(3)(a)(1). When an M-

Team is reviewing the records of a very young child and there are data which substantiate theexistence of an EEN and the need for special education, the members of the team could

document this in their individual reports. The question of whether or not they shouldcomplete additional assessments will depend on the teams's professional judgment and adetermination of whether or not the evaluation materials utilized by the B-3 staff met thecriteria under PI 11.04(3)(d). In the event that an M-Team member accepts the findings from

a previous report, it would be appropriate to cite specific items from it and indicate how they

are consistent with their own documented observations of the child.

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Merrill Little Learners' Head Startand Merrill Area Public Schools'

Exceptional Education NeedsInclusion Model

' Mission Statement

By integrating the Head Start and Early Childhood:Special Needs programs, we are dedicated to

providing a nurturing environment that will enhance any child's ability to function positivelywithin his/her family and community. This we hope to accomplish by combining resources fromthe child's home, school and community.

Description of Services

The center-based portion of the Merrill Little Learners' Head Start is integrated with the Merrill

Area Public Schools' Exceptional Educational Needs (EEN) program. The Head Start programserves 68 three, four, and five year old children. The site-based preschool EEN program historically

begins the year serving roughly 18 students and ends the.year with about 35. Some of the studentsare in both programs.

There are four sections of Head Start and three sections of EEN students. In past years, thisresulted in class sizes of 17 for Head Start and 6-12 for EEN. By adopting an inclusion model, we

can divide the total number of students (79) by seven. This results in class sizes of approximately11-12.

All Head Start and EEN teachers work together as a team. This helps each teacher provide theservices required by EEN and Head Start. It takes a lot of consultation to make sure that allrequirements of the Individual Education Plan (IEP) and Head Start performance standards aremet.

In addition to the seven classroom sections, there is c, speech and language therapist assigned to

the EEN program. This teacher provides direct services to the speech and language disabledstudents in the classroom and on a pull-out basis. There is also a physical therapist, anoccupational therapist and a school psychologist assigned to the program to provide services asneeded.

How Are The Students Divided?

A e: ust 3 3 on Sept. 1 4 on Sept 1 5 on Sept. 1 Total

Head Start Only X 15 38 1 54

EEN /Head Start 1 3 10 0 14

EEN Only 1 4 5 1 11

Total 2 22 53 2 79

The chart above illustrates the set-up. In all classroom assignments, individual considerations

are taken into account. As a basic goal, we strive to balance the classrooms between age, gender,

and handicapped/individual needs. The EEN students are first assigned evenly throughout theseven sections. In this illustration, there are 25 EEN students. This means there are three to fourassigned to each classroom. The remaining 54 Head Start students are then assigned to the sevensections. Three and four year olds are assigned to each class. This averages to about eight persection. This technique results in most classes having three or four EEN students with seven oreight non-EEN Head Start students. As the year progresses, additional EEN children are added to

the program.

How About Home Visits?

Each teacher is responsible for the home visit requirement for the 12 students in the class. Thespeech and language therapist does additional hon visits for those families in greatest needs of

the service.

Planning

Joint planning is a critical portion of each week. All staff members plan together each Monday,

from 8:00 to 10:00 a.m. During this time, program lessons, field trips, parent involvementstrategies, and student information is exchanged.

Teaching Patterns

Each teacher has primary responsibility for the 12 students assigned. However, there areactivities planned that involve team teaching, large group activities, teacher and class rotations.Team teaching is when teachers combine their classes for an activity. Large group activitiesinvolve all the students for a special guest, a field trip, or activity. Teacher rotation occurs whenteachers move from class to class doing a series of coordinated activities.

Themes are utilized as a vehicle to address goals and the theme is uniform throughout theclasses. Each week we determine if we will do teacher rotation or class rotation. Either way, the

activities are coordinated and goal specific.

Screening Assessment

The screening instruments utilized for all Head Start (possible EEN) students are the MinnesotaPreschool Inventory and the articulation portion of the AGS Early Screening Profiles.

Assessment in all classrooms is conducted on an ongoing basis with the High Scope ChildObservation Record (COR). Classroom portfolios are monitored by all teachers as part of classrotation.

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Students referred for possible EEN's are assessed depending on needs. All speech/languageEEN students are taken through a developmental checklist to be shared with parents.

Parent Activities

The Head Start parent coordinator arranges activities for parents just as before. Parents of "EENonly" students are encouraged to participate along with everyone else. All parents are encouragedto participate in the classrooms as it is a good educational practice.

The only areas of difference are when choosing parents for the Policy Council and CenterCommittee officers. In general, it is just as hard to pick out "EEN only" parents as it is the "EENonly" children.

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Integration of Head Start and EEN - Why?

If you work for Head Start or a public school, consider integrating programs for the benefit ofyour students. Obviously, working in isolation is often easier. However, your children andfamilies will have a greatly enriched educational experience if you take on the commitment tointegrate your programs. Here are some reasons to work together:

1. Children with special needs learn more quickly when interacting with non-EEN students.

2. All children experience a more diverse population.

3. There are better kindergarten transitioning experiences for all students.

4. Teachers learn from each other. Each teacher brings different strengths to the fieldwhich allows for increased learning of new and innovative teaching approaches.

5. Parents know that each program is utilizing all resources for the benefit of their children.

6. Each program has access to different pieces of the information to help build bettereducational plans for the children and families.

7. More resources are available to students. Each agency has unique resources which canbe applied to challenging situations.

8. Better decision-making occurs because teams can develop more solutions thanindividuals.

9. There is a better timing of services. The resources can be more timely applied tosituations as part of a coordinated plan.

10. An increased continuity of services. Each agency works in the same direction. Complexproblems require coordinated services.

11. Better communication with families. More people working with the same family allowsfor more opportunities for contact and more consistent messages.

12. Increased efficiency of effort. It is more efficient to utilize the time as a group vs.isolated efforts.

13. Support for the individuals of each agency. The mental health of all service providers isimproved when they know they are not working and making critical decisions inisolation.

14. A better picture of the community needs. Collaboration allows each agency to see thelarger community needs more clearly.

15. Better working relationships between participating agencies. The foundation is set forother collaborative ventures beyond this immediate collaboration.

Source: Little Learners Head Start, Merrill, WI

71

The Special Education Process Timelines

TIMELINE

WWI

WEI

9

A

S

COMPONENT CITATION.

States, PI 11.

Inform parent prior to Referral 11.03(2)(e)Referral 11.03(2)(a)Receipt of Referral 11.03(2)(b)Notice of Receipt of referral (with rights) 11.03(2)(g)

Federal34 CFR 300.

Notice of Intent to Evaluate (with rights) 11.04(1)(b) .504(a)(1)

Consent for Preplacement Evaluation 11.04(1)(a) .504(b) (1) (i)Parental Consent Obtained

M-team EvaluationInvite parents to meeting 11.04(4)(b)Examine Data 11.04(3)(a)Observation for LD 11.04(3)(b) .542(a)

Document criteria for Disability 11.04(5)(a)1.Document need for Special Education 11.04(5)(a)2.Recommend Related Services 11.04(5)(a)5.

M-team Report approved by Director/Designee 11.04(5)(d)M-team Report(s) sent to Parents (with rights) 11.04(5)(d)3.

11.04(7)Invitation to IEP Meeting (with rights) 11.05(3)(a) .345(a) & (b)IEP Meeting 11.05(2)(a) .343

Placement Committee determines Placement 11.06(1)

Notice of Placement (with rights) 1 1.06(3)(a) .504(a)Parental Consent for Initial Placement 11.06(6)(a) .504(b)(1)

Placement 11.06(4)

Annual Review of IEP 11.05(5)(a) .343(d)

Annual Notice of Placement (with rights) 11.06(1) .552(a)(1)

Notice of Reevaluation (with rights) 11.04(1)(b) .504(a)(1)

3-year reevaluation 1 1.04(6)(a)1 .534(b)

M-team EvaluationInvite parents to meeting 11.04(4)(b)

Examine Data 11.04(3)(a)Observation for LD 1 1.04(3)(b) .542(a)Document criteria for Disability 11 04(5)(a)1.Document need for Special Education 1 1.04(5)(a)2.

Recommend Related Services 11.04(5)(a)5M-team Report approved by Director/Designee . 11 04(5)(d)M-team Report(s) sent to Parents (with rights) 11.04(5)(d)3.

Invitation to1EP meeting (with rights*) 11.05(3)(a) .345(a) & (b)

IEP meeting 11.05(2)(a) .343

Notice of Placement (with rights) 11.06(3)(a) .504(a) (1)

* Unless a notice that includes a statement of parent & child rights has beenprovided within the previous 30 days.

7 2

S

COLLABORATION

Bibliography

Decker, W. State Superintendent's Task Force on Early Education, Child Care, and FamilyInvolvement. Wisconsin Department of Public Instruction. 1989.

Haim, Ann Higgins, Ph.D. and Rosenkoetter, Ph.D. Planning Transitions for Young Childrenwith Special Needs and Their Families. Wisconsin Bridging Early Services TransitionCommittee in cooperation with Bridging Early Services Transition Project, AssociatedColleges of C mural Kansas, 105 East Kansas Avenue, McPherson, KS 67460. March,1992.

Interagency Collaboration. Monthly Resource, Volume 5, Issue 7, RAP, Great LakesResource Access Project, Department of Special Education, University of Illinois at Urbana-Champaign, 240 Colonel Wolfe School, 403, East Healey Street, Champaign, IL 51820.

Kagan, Sharon L. and Rivera, A. Collaboration in Early Care and Education: What Can andShould We Expect?" Young Children, November 1991, pp. 51-56.

Lazzari, Andrea M., Ed. D. The Transition Sourcebook - A Practical Guide for EarlyIntervention Programs. 1991. Communications Skill Builders, Inc., 3830 East Bellevue, POBox 42050, Tucson, AZ 85733 (602-323-7500). Catalog No. 7743.

Meisels, S.J. & Provence, S. Screening and Assessment: Guidelines for Identifying YoungDisabled and Developmentally Vulnerable Children and Their Families. National Centerfor Clinical Infant Programs, Washington, D.C., 1989.

National Association for the Education of Young Children (NAEYC) Young ChildrenGuidelines for Appropriate Curriculum Content and Assessment in Programs ServingChildren Ages 3 through 8. March, 1991. National Association for the Education ofYoung Children, 1834 Connecticut Avenue, N.W., Washington, D.C. 20009, (202) 232-8777/800- 424- 2460/FAX (202) 328-1846.

Odom, Samuel L. and McEvoy, M. Integration of Young Children with Handicaps andNormally Developing Children. Reprinted with permission from Odom & Karnes (Eds.),Early Intervention for Infants and Children with Handicaps: An Empirical Base (pp. 241-267). Baltimore, MD: Paul H. Brookes Publishing co., 1988.

Reaching Potentials: Appropriate Curriculum and Assessment for Young Children, Vol. 1,1992 by Sue Bredekamp and Teresa Rosegrant. Available from NAEYE, 1834Connecticut Avenue, N.W., Washington, D.C. 20009.

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Smith, Barbara J., Ph.D. and Rose, D. Policy and Practice in Early Childhood, SpecialEducation Series: Identifying Policy Options for Preschool Mainstreaming. 1991.Allegheny-Singer Research Institute, 320 East North Avenue, Pittsburgh, PA 15212-9986, (412) 359-1600.

Strain, P.S. LRE for preschool children with handicaps: What we know, what we should bedoing. Journal of Early Intervention. 14 (4), 291-296, 1990.

U.S. Department of Education and U.S. Department of Health and Human Services. TogetherWe Can: A guide for crafting a profamily system of education and human services; U.S.Government Printing Office, Washington, D.C. 20402-9328. April, 1993.

74

AGENCY ADDRESS LIST

Wisconsin Department of Public InstructionPO Box 7841Madison, WI 53707-7841(608) 266-1781Fax: (608) 267-1052TTY: (608) 267-2427

Great Lakes Resource Access Project (RAP)626 E. Slifer StreetPortage, WI 53901(608) 742-8811Fax: (608) 742-2384TTY: (608) 742-5810

Wisconsin Head Start Directors Association1052 Main StreetStevens Point, WI 54481(715) 342-0511Fax: (715) 342-0512

Administration for Children & Families/Dept of Health and Human ServicesRegional Office105 W. Adams Street 21st FloorChicago, IL 60603(312) 353-4241Fax: (312) 353-2629

Documents

ED 375 965 PS 022 785 AUTHOR Haglund, Jill; Larson, Nola TITLE · DOCUMENT RESUME ED 375 965 PS 022 785 AUTHOR Haglund, Jill; Larson, Nola TITLE Collaboration: Because It's Good for