| 1308.19 Developing
individualized education programs (IEPs).
(a) When Head Start provides for the evaluation, the
multidisciplinary evaluation team makes the deter-mination whether the child meets the
Head Start eligibility criteria. The multidisciplinary evaluation team must assure that
the evaluation findings and recommendations, as well as information from develop-mental
assessment, observations and parent reports, are considered in making the determination
whether the child meets Head Start eligibility criteria. |
SUBPART E — EDUCATION
SERVICES
PERFORMANCE STANDARDS
Guidance: The IEP determines the type of placement and the
specific programming which are appropriate for a child. The least restrictive environment
must be provided and staff need to understand that this means the most appropriate
placement in a regular program to the maximum extent possible based on the IEP. Because it
is individually determined, the least restrictive environment varies for different
children. Likewise, the least restrictive environment for a given child can vary over time
as the disability is remedied or worsens. A mainstreamed placement, in a regular program
with services delivered by regular or special staff, is one type of integrated placement
on the continuum of possible options. It represents the least restrictive environment for
many children.
Following screening, evaluation and the determination that a child
meets the eligibility criteria and has a disability, a plan to meet the child's individual
needs for special education and related services is developed. In order to facilitate
communication with other agencies which may cooperate in providing services and especially
with LEAs or private schools which the children will eventually enter, it is recommended
that programs become familiar with the format of the IEP used by the LEAs and use that
format to foster coordination. However, the format of the IEP to be developed for children
in Head Start can vary according to local option. It should be developed to serve as a
working document for teachers and others providing services for a child.
It is recommended that the staff review the IEP of each child with a
disability more frequently than the minimum once a year to keep the objectives and
activities current.
It is ideal if a child can be mainstreamed in the full program with
modifications of some of the small group, large group or individual program activities to
meet his or her special needs and this should be the first option considered. However,
this is not possible or realistic in some cases on a full-time basis. The IEP team needs
to consider the findings and recommendations of the multi-disciplinary evaluation team,
observation and developmental assessment information from the Head Start staff and
parents, parental information and desires, and the IEP to plan for the best situation for
each child. Periodic reviews can change the degree to which a child can be mainstreamed
during the program year. For example, a child with autism whose IEP called for part-time
services in Head Start in the fall might improve so that by spring the hours could be
extended.
If Head Start is not an appropriate placement to meet the child's
needs according to the IEP, referral should be made to another agency.
Helpful specific information based on experience in Head Start is
provided in manuals and resource materials on serving children with disabilities developed
by ACYF and by technical assistance providers. They cover such aspects of developing and
implementing the IEP as:
 | Gathering data needed to develop the IEP; |
| Preparing parents for the IEP conference; |
| Writing IEPs useful to teachers; and |
| Developing appropriate curriculum activities and home follow-up
activities. |
|
| 1308.19(b) (b) Every child
receiving services in Head Start who has been evaluated and found to have a disability and
in need of special education must have an IEP before special education and related
services are provided to ensure that comprehensive information is used to develop the
child's program. |
|
| 1308.19(c) (c) When the LEA
develops the IEP, a representative from Head Start must attempt to participate in the IEP
meeting and placement decision for any child meeting Head Start eligibility requirements. |
|
| 1308.19(d) (d) If Head
Start develops the IEP, the IEP must take into account the child's unique needs,
strengths, developmental potential and the family strengths and circumstances as well as
the child's disabilities. |
|
| 1308.19(e) (e) The IEP must
include:
(1) A statement of the child’s present level of functioning in
the social-emotional, motor, communication, self-help, and cognitive areas of development,
and the identification of needs in those areas requiring specific programming.
(2) A statement of annual goals, including short term objectives for
meeting these goals.
(3) A statement of services to be provided by each Head Start
component that are in addition to those services provided for all Head Start children,
including transition services.
(4) A statement of the specific special education services to be
provided to the child and those related services necessary for the child to participate in
a Head Start program. This includes services provided by other agencies and non-Head start
professionals.
(5) The identification of the personnel responsible for the planning
and supervision of services and for the delivery of services.
(6) The projected dates for initiation of services and the
anticipated duration of services.
(7) A statement of objective criteria and evaluation procedures for
determining at least annually whether the short-term objectives are being achieved or need
to be revised.
(8) Family goals and objectives related to the child's disabilities
when they are essential to the child's progress. |
|
| 1308.19(f) (f) When Head
Start develops the IEP, the team must include:
(1) The Head Start disabilities coordinator or a repre-sentative who
is qualified to provide or supervise the provision of special education services;
(2) The child’s teacher or home visitor;
(3) One or both of the child’s parents or guardians; and
(4) At least one of the profes-sional members of the
multidisciplinary team which evaluated the child. |
|
| 1308.19(g) (g) An LEA
representative must be invited in writing if Head Start is initiating the request for a
meeting. |
|
| 1308.19(h) (h) The grantee
may also invite other individuals at the request of the parents and other individuals at
the discretion of the Head Start program, including those component staff particularly
involved due to the nature of the child's disability. |
|
| 1308.19(i) (i) A meeting
must be held at a time convenient for the parents and staff to develop the IEP within 30
calendar days of a determination that the child needs special education and related
services. Services must begin as soon as possible after the development of the IEP. |
|
| 1308.19(j) (j) Grantees and
their delegates must make vigorous efforts to involve parents in the IEP process. The
grantee must:
(1) Notify parents in writing and, if necessary, also verbally or by
other appropriate means of the purpose, attendees, time and location of the IEP meeting
far enough in advance so that there is opportunity for them to participate;
(2) Make every effort to assure that the parents understand the
purpose and proceedings and that they are encouraged to provide information about their
child and their desires for the child's program;
(3) Provide interpreters, if needed, and offer the parents a copy of
the IEP in the parents' language of understanding after it has been signed;
(4) Hold the meeting without the parents only if neither parent can
attend, after repeated attempts to establish a date or facilitate their participation. In
that case, document its efforts to secure the parents' participation, through records of
phone calls, letters in the parents' native language or visits to parents' homes or places
of work, along with any responses or results; and arrange an opportunity to meet with the
parents to review the results of the meeting and secure their input and signature. |
Guidance: Programs are encouraged to
offer parents assistance in noting how their child functions at home and in the
neighborhood. Parents should be encouraged to contribute this valuable information to the
staff for use in ongoing planning. Care should be taken to put parents at ease and to
eliminate or explain specialized terminology. Comfortable settings, familiar meeting rooms
and ample preparation can help lessen anxiety. The main purpose is to involve parents
actively, not just to obtain their signature on the IEP. It
is important to involve the parents of children with disabilities in activities related to
their child's unique needs, including the procurement and coordination of specialized
services and follow-through on the child's treatment plan, to the extent possible. It is
especially helpful for Head Start to assist parents in developing confidence, strategies
and techniques to become effective advocates for their children and to negotiate
complicated systems. Under IDEA, a federally-funded Parent Training and Information
Program exists whereby parent training centers in each State provide information, support
and assistance to parents enabling them to advocate for their child. Information regarding
these centers should be given to parents of a child determined to have a disability.
Because some parents will need to advocate for their children over a number of years, they
need to gain the confidence and skills to access resources and negotiate systems with
increasing independence.
Some parents of children with disabilities are also
disabled. Staff may need to adjust procedures for assisting parents who have disabilities
to participate in their children's programs. Materials to assist in this effort are
available from technical assistance providers. |
|
1308.19(k)
(k) Grantees must initiate the implementation of the IEP as soon as
possible after the IEP meeting by modifying the child's program in accordance with the IEP
and arranging for the provision of related services. If a child enters Head Start with an
IEP completed within two months prior to entry, services must begin within the first two
weeks of program attendance. |
|
| 1308.20 Nutrition services.
(a) The disabilities coordinator must work with staff to ensure that
provisions to meet special needs are incorporated into the nutrition program. |
SUBPART F — NUTRITION
PERFORMANCE STANDARDS
Guidance: Vocabulary and concept building, counting,
learning place settings, social skills such as conversation and acceptable manners can be
naturally developed at meal or snack time, thus enhancing children's skills. Children with
disabilities often need planned attention to these areas.
The staff person who is responsible for nutrition and the
disabilities services coordinator should work with the social services coordinator to help
families access nutrition resources and services for children who are not able to learn or
develop normally because of malnutrition.
The staff person who is responsible for nutrition and the
disabilities services coordinator should alert staff to watch for practices leading to
baby bottle caries. This is severe tooth decay caused by putting a baby or toddler to bed
with a nursing bottle containing milk, juice or sugar water or letting the child carry
around a bottle for long periods of time. The serious dental and speech problems this can
cause are completely preventable.
In cases of severe allergies, staff should work closely with the
child's physician or a medical consultant. |
| 1308.20(b) (b) Appropriate
professionals, such as physical therapists, speech therapists, occupational therapists,
nutritionists or dietitians must be consulted on ways to assist Head Start staff and
parents of children with severe disabilities with problems of chewing, swallowing and
feeding themselves. |
|
| 1308.20(c) (c) The plan for
services for children with disabilities must include activities to help children with
disabilities participate in meal and snack times with classmates. |
|
| 1308.20(d) (d) The plan for
services for children with disabilities must address prevention of disabilities with a
nutrition basis. |
|
| 1308.21 Parent
participation and transition of children into Head Start and from Head Start to public
school.
(a) In addition to the many references to working with parents
throughout these standards, the staff must carry out the following tasks:
(1) Support parents of children with disabilities entering from
infant/toddler programs.
(2) Provide information to parents on how to foster the development
of their child with disabilities.
(3) Provide opportunities for parents to observe large group, small
group and individual activities described in their child's IEP.
(4) Provide follow-up assistance and activities to reinforce program
activities at home.
(5) Refer parents to groups of parents of children with similar
disabilities who can provide helpful peer support.
(6) Inform parents of their rights under IDEA.
(7) Inform parents of resources which may be available to them from
the Supplemental Security Income (SSI) Program, the Early and Periodic Screening,
Diagnosis and Treatment (EPSDT) Program and other sources and assist them with initial
efforts to access such resources.
(8) Identify needs (caused by the disability) of siblings and other
family members.
(9) Provide information in order to prevent disabilities among
younger siblings.
(10) Build parent confidence, skill and knowledge in accessing
resources and advocating to meet the special needs of their children. |
SUBPART G — PARENT
INVOLVEMENT
PERFORMANCE STANDARDS
Guidance: Grantees should help parents understand the value
of special early assistance for a child with a disability and reassure those parents who
may fear that if their child receives special education services the child may always need
them. This is not the experience in Head Start and most other preschool programs where the
majority of children no longer receive special education after the preschool years. The
disabilities coordinator needs to help parents understand that their active participation
is of great importance in helping their children overcome or lessen the effects of
disabilities and develop to their full potential.
The disabilities coordinator should help program staff deal
realistically with parents of children who have unfamiliar disabilities by providing the
needed information, training and contact with consultants or specialized agencies. The
coordinator should ensure that staff carrying out family needs assessment or home visits
do not overlook possible disabilities among younger siblings who should be referred for
early evaluation and preventive actions. |
| 1308.21(b) & (c) (b)
Grantees must plan to assist parents in the transition of children from Head Start to
public school or other placement, beginning early in the program year.
(c) Head Start grantees, in cooperation with the child's parents,
must notify the school of the child's planned enrollment prior to the date of enrollment. |
Guidance: As most Head Start children
will move into the public school system, disabilities coordinators need to work with the
Head Start staff for early and ongoing activities designed to minimize discontinuity and
stress for children and families as they move into a different system. As the ongoing
advocates, parents will need to be informed and confident in communicating with school
personnel and staff of social service and medical agencies. Disabilities coordinators need
to ensure that the Head Start program:
| Provides information on services available from LEAs and other
sources of services parents will have to access on their own, such as dental treatment; |
| Informs parents of the differences between the two systems in role,
staffing patterns, schedules, and focus; |
| Provides opportunities for mutual visits by staff to one another's
facilities to help plan appropriate placement; |
| Familiarizes parents and staff of the receiving program's
characteristics and expectations; |
| Provides early and mutually planned transfer of records with parent
consent at times convenient for both systems; |
| Provides information on services available under the Individuals With
Disabilities Education Act, the federally-funded parent training centers and provisions
for parent involvement and due process; and |
| Provides opportunities for parents to confer with staff to express
their ideas and needs so they have experience in participating in IEP and other
conferences in an active, confident manner. Role playing has been found helpful. |
It is strongly recommended that programs develop activities for
smooth transition into Head Start from infant/toddler programs funded under Part C of IDEA
and from Head Start to kindergarten or other placement. In order to be effective, such
plans must be developed jointly. They are advantageous for the children, parents, Part C
programs, Head Start and LEAs. ACYF has developed materials useful for transition.
American Indian programs whose children move into several systems, such as Bureau of
Indian Affairs schools and public schools, need to prepare children and families in
advance for the new situation. Plans should be used as working documents and reviewed for
annual update, so that the foundation laid in Head Start is maintained and strengthened. |
