POLICY:

NOCAC Head start will use the Ages & Stages Questionnaire Third Edition as an evidence-based screening to identify concerns regarding a child’s motor, language, cognitive, and problem-solving skills within 45 calendar days of the child’s entry into the program.

PROCEDURES:

1. Within the first 45 days a child is in the program, the teaching team will complete an ASQ-3 developmental screening in the child’s normal environment
2. After the Assessment has been scored, it will be entered into the ASQ-3 website for tracking and finalized by the teacher. Once the assessments for the whole group are completed, the teacher will communicate this to the Disability Services Coordinator (DSC). The DSC will enter the ASQ-3 into Child Plus under the Education tab.
3. If the scores fall into the gray shaded area on the scoring sheet, the teacher will inform the Classroom Coach & Mentor (CCM) of a possible concern. The teacher will then plan activities to support the child in that area to encourage progress.
4. If the scores fall into the black shaded area on the scoring sheet, the teacher will inform the CCM of a definite concern. The CCM and DSC will create a Child Service Plan (CSP) with the teaching to help support the child.
5. The parents will be informed of the screening results by the teacher. They will be asked for input for the CSP if one is needed. They will be informed of the intervention process and asked to sign an ROI and CSPR. The teacher may also send home activities for the parents to do with the child to help support the CSP goals.
6. The DSC and CCM will then follow the Referral Process Policy to determine if the child is eligible for service through IDEA.
7. The CSP will be tracked through the lesson plans and classroom observations. The CCM can help with implementation as needed.
8. An ASQ-3 rescreen will be performed in another 30 days by the CCM or DSC to determine if progress is being made.

Forms and Additional Guidance:

• ASQ-3 (Ages and Stages Questionnaire)

POLICY:

NOCAC Head start will use the Devereux Early Childhood Assessment (DECA)  as evidence-based screening to identify concerns regarding a child’s behavioral, social, and emotional skills within 45 calendar days of the child’s entry into the program

PROCEDURES:

1. Within the first 45 days a child is in the program, the Teaching team will complete a DECA developmental screening in the child’s least restrictive environment. The parent/guardian will also complete a screening.
2. After the assessment has been completed, it will be entered into the eDECA website for tracking by the Teacher. The Teacher should then contact the Disability Services coordinator (DSC) to communicate completion. The DSC will then enter it into the child’s profile on Child plus. The teacher screening is recorded under the Education tab, and the Parent screening is recorded under the mental health tab.
3. If the scores cause concern, the teacher will discuss the possibility of referral for IDEA services with the Classroom Coach and Mentor (CCM). The CCM and DSC will create a Child Service Plan with the Teaching team to help support the child.
4. The parents will be informed of the screening results by the teacher. They will be asked for input for the CSP if one is need. They will be informed of the intervention process and asked to sign a Release of information form (ROI) and a Child Service plan Form (CSPR).
5. The CCM will then follow the Referral Process Policy to determine of the child is eligible for services through IDEA.
6. The DECA screening will be completed two more times throughout the program year- (mid) in the middle of the year, (post) and at the end of the year. Screening dates will be determined as needed each program year. If scores cause concern, the child will be re-evaluated.
7. The Data team generates the updated enrollment status every Monday.

Forms and Additional Guidance:

• Devereux Early Childhood Assessment
• Release of Information (ROI) Form
• Child Service Plan Referral

POLICY:

NOCAC Head Start will refer a child to the Local Education Agency (LEA) if warranted as a presented by developmental, speech/language, social/emotional, vison and/ or hearing screenings.

PROCEDURES:

1. If the child receives two or more concerning scores on their screenings, the teacher will inform the family of the referral process. The parent/guardian will be asked to sign the Child service Plan Referral form (CSPR).
2. If the family agrees to have the child evaluated by an outside agency, the teacher will complete the Release of information from (ROI) for the parent/guardian to sign.
3. The Classroom Coach & Mentor (CCM), Disability Services Coordinator (DSC) and the teaching team will develop a Child Service Plan (CSP) to meets the child’s needs. This will be implemented during the LEA evaluation process.
4. The teacher will give the signed CSPR and ROI to the DSC.
5. The DSC will gather the required documents required for referral submission:
   1. ROI
   2. CSPR
   3. ASQ Summary
   4. DECA Summary
   5. CSP
   6. Birth Certificate
   7. Hearing/Vision Screening
   8. Physical
6. The DSC will then scan these documents into the computer as one file. This file will be labeled with the child’s name and age.
7. The File will then be Sent Via email to the LEA
8. The submission of referral will be documented in ChildPlus by the DSC under the disability/ Concerns tab.
9. If a child is deemed eligible for services and receives an IEP, please follow the IEP Procedure.

Forms and Additional Guidance:

• ROI
• CSPR
• Classroom Based CSP
• Home-based CSP

POLICY:

Transition Services for Children With an IFSP-Subpart G 1302.70(e)

PROCEDURES:

The Disabilities/Intervention Specialist and Home Visitors will:

1. Attend all IFSP transition to IEP meetings scheduled by the LEA to support the child and family as they transition to a new setting.
2. Share with families A Guide to Parent Rights in Special Education.

Forms and Additional Guidance:

• PEAK Parent Center: Transition from Early Intervention Services (IFSP) to Preschool Services (IEP)
• A Guide to Parent Rights in Special Education

POLICY:

Itinerant teachers that are working with children on an Individualized Education Program (IEP), can work with children outside of the classroom without a Head Start representative present.

PROCEDURES:

1. Head Start staff will verify with the Individual Education Program (IEP) document and the Itinerant teacher(s) that the IEP has properly been signed in section 14, by the parent.
2. In section 11, the Head Start will verify with the IEP document and the Itinerant teacher that the child will receive services outside of the classroom.
3. When the Itinerant teacher comes to provide services for the child, the Itinerant teacher will sign the child out of the classroom on the child’s individual sign-in/out sheet. This represents that the child is no longer in the care of NOCAC Head Start, and under the care of the School District representative reflected on the child’s IEP.
4. NOCAC staff will move the child’s clip to the “At Home” side of the clipboard and use the Active Supervision Process to communicate the change in number of children present.
5. When the Itinerant teacher returns the child back to the classroom, the Itinerant teacher will sign the child back into the classroom on the child’s individual sign-in/out sheet. This represents that the child is no longer in the care of the School District representative reflected on the child’s IEP and back into the care of NOCAC Head Start.
6. NOCAC staff will move the child’s clip to “At School” side of the clipboard and use the Active Supervision Process to communicate the change in number of children present.
7. Sign-in/out sheets will be turned in for the individual child with the monthly attendance via CACFP paperwork and then given to the Disability Services Coordinator.
8. Individual sign-in/out sheets will be filed in the child’s disability folder at the Central Office.

Forms and Additional Guidance:

• Itinerant Teacher Signin/out Sheet