Performance Standard/Objective Plan of Action: Specific Tasks/Activities Person(s) Responsible Timeline for Completion Parent (P) / Staff (S) Training Evidence of Accomplishment 1308.4(d) The Head grantee and delegate agency must use the disability service plan as a working document which guides all aspects of the agency’s effort to serve children with disabilities. This plan must take into account the needs of the children for small group activates, for modifications of large group activities and for any individual special help. 1. programs will provide opportunities to: a. Develop initiative b. Encourage imagination and originality c. Provide pictures and books which show children and adults with special needs d. Answer questions children and adults have about special needs. e. Provide inclusion modifications of activities that will move children with special needs into developmentally appropriate play with other children f. Implement the IEP g. Utilize various support staff to reinforce communication skills of children with special needs h. Modify for individualization 2. A written Individual Development Plan (IDP) will be developed for each child receiving special education services. The IEP will include provisions for individualized services and adaptive technology and other related services required for each child’s need. 3. An Individual Family Service Plan will be developed for each child meeting Head Start disability criteria. 4. Use of standardized form that is consistent with the appropriate procedures outlined in IDEIA and subsequent legislation will ensure that the IEPs are developed in accordance with appropriate Federal and State laws. 5. To ensure that each disabled child’s individual program (IEP) includes periodic observations of the child’s functioning, the teacher will monitor functioning progress every six weeks a copy of the student’s IEP progress report will be obtained from the service provider. If Classroom Inclusion Teacher All area specialists Library In-Kind Diagnostician/ Disabilities Specialist ISD Special Education Staff Specialist Family & Community Involvement (Parent Involvement) Denton ISD Special Education In-Kind Diagnostician/ Disabilities Specialist ISD Special Education Staff August-May Developing Individual Education Plans (IEP) Training based upon individual child/family needs and IEP requirements on an as needed basis (P, s) Observation IEPs Books training notebooks Child portfolios Teacher lesson plans
Parent/staff training notebook Parent orientation Performance Standard/Objective Plan of Action: Specific Person(s) Responsible Timeline for Completion Parent (P) / Staff (S) Training Evidence of Accomplishment 1308.4(h) (h) The grantee or delegate agency must arrange or provide special education and related services necessary to foster the maximum development of each child's potential and to facilitate participation in the regular Head Start program unless the services are being provided by the or other agency. The plan must specify the services to be provided directly by Head Start and those provided by other agencies. The grantee or delegate agency must arrange for, provide, or Related services will be offered and delivered as indicated by the ARD. Any special equipment or training needed will be provided. Denton ISD provided transportation for children with disabilities to and from schoollbased on ARD Committee decision. Staff training will be provided as needed. Related services include: Disabilities specialist Related service provider Special Education August - May Developing Individual Education Plans (S) ARD document Special Education Log Parent/staff training notebook
(4) Transition; (5) Resource sharing; (6) Head commitment to provide the number of children receiving services under IEPs to the for the Child Count report by December 1 annually; and (7) Any other items agreed to by both parties. Grantees must make efforts to update the agreements annually. Performance Standard/Objective Plan of Action: Specific Tasks/Activities Person(s) Responsible Timeline for Completion Parent (P) / (S) Training Evidence of Accomplishment 1308.4(m) (m) The disabilities coordinator must work with the director in planning and budgeting of grantee funds to assure that the special needs identified in the IEP are fully met; that children most in need of an integrated placement and of special assistance are served; and that the grantee maintains the level of fiscal support to children with disabilities consistent with the Congressional mandate to meet their special needs. 1. Resources are included in application(s) and line item budget(s) to cover the cost of screening, needed tests, etc, not provided by Denton ISD. 2. Funds are budgeted for modifications and adaptive technology which is needed for accessibility of children with special needs. 3. Community resources will be utilized in order to reserve the Head Start dollars as the last option. 4. Adequate funds will be budgeted to provide for the provision of training and technical assistance. 5. Funds are budgeted for purchases of services, special furniture, materials, and technology which is needed by children with special needs, but not furnished by Denton ISD. 6. Budgetary planning will be upon: Disabilities Specialist Head Start Director July 1 – June 30 Budget Planning (S) Community Resources (P)(S) Budget Community Resources Directory Parent/Staff Training Notebooks ARDs
Performance Standard/Objective Plan of Action: Specific Person(s) Responsible Timeline for Completion Parent (P) / Staff (S) Training Evidence of Accomplishment 1308.5(b) (b) A grantee must insure that engaged in recruitment and enrollment of children are knowledgeable about the provisions of 45 part 84, Nondiscrimination on the Basis of Handicap in Programs and Activities Receiving or Benefiting from Federal Financial Assistance, and of the Americans with Disabilities Act of 1990, (42 U.S.C. 12101). 1. Annual review of key elements of the provisions of 45 part 84, Nondiscrimination on the Basis of Handicap in Programs and Activities Receiving or Benefiting from Federal Financial Assistance, and of the Americans with Disabilities Act of 1990, (42 U.S.C. 12101). Head Director Disabilities Specialist Specialist February Provisions of 45 CFR part 84, Nondiscrimination on the of Handicap in Programs and Activities Receiving or Benefiting from Federal Financial Assistance, and the American’s with Disabilities Parent/Staff Training Notebook
that children entering State preschool programs complete immunizations prior to or within thirty days after entering to reduce the spread of communicable diseases. Performance Standard/Objective Plan of Action: Specific Tasks/Activities Person(s) Responsible Timeline for Completion Parent (P) / (S) Training Evidence of Accomplishment 1308.5(f) (f) The recruitment effort of a Head Start grantee must include recruiting children who have severe disabilities, including children who have been previously identified as having disabilities. Meet with in-kind diagnostician to identify those students with severe disabilities who might meet Head Start enrollment criteria. Assure that those families receive information about the Head Start enrollment period In-kind diagnostician- Disabilities Specialist ERSEA Specialist ongoing Meeting notes
Performance Standard/Objective Plan of Action: Specific Person(s) Responsible Timeline for Completion Parent (P) / Staff (S) Training Evidence of Accomplishment Assessment of children (a) The disabilities coordinator must be involved with other program staff throughout the full process of assessment of children, which has three steps: (1) All children enrolled in Head Start are screened as the first step in the assessment process; (2) Staff also carry out on-going developmental assessment for all enrolled children throughout the year to determine progress and to plan program activities; (3) Only those children who need further specialized assessment to determine vwhether they have a disability and may require special education and related Within 45 days of enrollment all children are administered a developmental screening. Results of the screening are reviewed by with the Education Specialist and any child who failed the screening is scheduled to be rescreened within one month of the initial screening. Results of the rescreening are reviewed and for any child who failed the 2nd screening an intense intervention plan is initiated. The teacher requests an SEI packet completes the Elementary RTI form on aware, notifies the Disability Specialist and a meeting is held to review the results of teacher initiated interventions. Parent may be included in the SEI meeting. Classroom teacher Parent SEI Committee ongoing SEI records RTI in student permanent records
developmental areas by including this developmental information in later diagnostic and program planning activities for children with disabilities. Performance Standard/Objective Plan of Action: Specific Person(s) Responsible Timeline for Completion Parent (P) / Staff (S) Training Evidence of Accomplishment Assessment of children (e) The disabilities coordinator must arrange for further, formal, evaluation of a child who has been identified as possibly having a disability, the third step. (1) The disabilities coordinator must refer a child to the for evaluation as soon as the need is evident, starting as early as the child's third birthday. (2) If the does not evaluate the child, Head Start is responsible for arranging or providing for an evaluation, using its own 1. When an evaluation by Denton ISD Special Education Services has been requested, the Disabilities Specialist will work with the in-kind diagnostician in completing referral paperwork an appointment with the in-kind diagnostician is arranged with the teacher and parent for the completion of referral paperwork. In-kind diagnostician- Disabilities Specialist Classroom teacher ongoing Referral Process (S) SEI documentations AWARE
1308.10 Eligibility criteria: Mental retardation. (a) A child is classified as mentally retarded who exhibits significantly sub-average intellectual functioning and exhibits deficits in adaptive behavior which adversely affect learning. Adaptive behavior refers to age-appropriate coping with the demands of the environment through independent skills in self-care, communication and play. (b) Measurement of adaptive behavior must reflect objective documentation through the use of an established scale and appropriate behavioral/anecdotal records. An assessment of the child's functioning must also be made in settings outside the classroom. (c) Valid and reliable instruments appropriate to the age range must be used. If they do not exist for the language and cultural group to which the child belongs, observation and professional judgment are to be used instead. (d) Determination that a is mentally retarded is never to be made on the basis of any one test alone. ISD Special Education Services Operational Guidelines Mental Retardation Intellectual Disability [34 CFR §300.7(c)(6)] Under State guidelines a student with mental retardation an intellectual disability is one who has been determined to be functioning two or more standard deviations below the mean on individually administered scales of verbal ability, and either performance or nonverbal ability, and who exhibits deficits in adaptive behavior. [19 TAC 89.1040(e)] ISD Special Education Services Ongoing Individual student files Performance Standard/Objective Plan of Action: Specific Tasks/Activities Person(s) Responsible Timeline for Completion Parent (P) / Staff (S) Training Evidence of Accomplishment