Policy Number:	Effective Date:	Relates to CFR #1308.6
Draft Number: 11-2007		Reference: Disabilities Service Area Plan

SUBJECT: Collaborative Head Start and SELPA Special Needs Referral Procedure

PERFORMANCE OBJECTIVE: To ensure that children with disabilities are properly assessed, obtain relevant services, and that parents are included in the process.

OPERATIONAL PROCEDURES:

1. The Family Advocate is responsible for maintaining the special needs section of the file and notifications for a child who enters Head Start with an active IEP.

1. The FA will complete the "Parent Consent to Exchange Information" Form and place it in the Child’s File.
2. A copy of the IEP will be obtained and placed in the file.
3. Chart Face Sheet and Progress Notes
4. The FA will notify the Teacher who will notify the appropriate Special Education Therapist.

2. A child is referred for special education services if that child has been identified as potentially disabled through the Head Start comprehensive screening process ( Brigance, vision, hearing, speech and language screenings, etc.). The teacher will:

1. Complete the "Parent Consent to Exchange Information" form with the parent explaining its purpose. Give a copy to the parents and file the original.
2. Complete the Special Education "Preschool Referral" form and attach support documentation.

1. In Tuolumne County send original to the Disabilities Coordinator (who will forward it to the Special Education Program Specialist if complete),
2. In Amador County send original to the Special Education Therapist. Place a copy in the child’s file.

3. Chart Face Sheet and Progress Notes

3. If the Head Start Comprehensive Screening has been completed, and the teacher is in doubt as to whether the child should be referred for special education services, the Teacher will complete a "Statement of Concern.”
4. The Child Health and Developmental Services Specialist and Health Services Manager will review “Statement of Concern” and make a recommendation for further service.

1. A copy of this recommendation is filed in the Child’s File.

5. If an assessment is required; the Special Education Therapist will;

1. Send the teacher a copy of the "Assessment Plan."

1. The teacher will place the "Assessment Plan" in the child’s file and chart the face sheet.

2. Report the assessment outcomes to the teacher, and work with the teacher on coordinating an IEP meeting date that is based upon the convenience of the parent(s) and the availability of the Head Start Disability staff.

1. The teacher works with the Special Education Therapist on sending meeting notices to the parent, Disabilities Coordinator, and other pertinent personnel, including translators.
2. The teacher files the notice copy and charts the face sheet and progress notes.
3. The teacher and FA work together to insure that the parents (who are key partners in the IEP process) are able to attend the IEP meeting by reminding the parents of the meeting time and place, and lining up childcare and transportation if needed.

3. Special Education staff conducts the IEP meeting in coordination with the Disabilities Coordinator and Head Start staff.

1. The teacher brings the Child Assessment Results to the IEP meeting.
2. The teacher, Disabilities Coordinator and parents receive signed IEP copies.
3. The teacher and the parents receive periodic progress reports.
4. The teacher integrates the IEP goals on the Child Assessment Results and the weekly lesson plan for individualization.
5. The teacher files reports in the Child’s File.
6. The teacher charts the face sheet and progress notes.