LOS PASOS MEMORANDUM OF UNDERSTANDING 2012

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "LOS PASOS MEMORANDUM OF UNDERSTANDING 2012"

Transcription

1 LOS PASOS MEMORANDUM OF UNDERSTANDING 2012 Dedicated to the seamless transition of services for our very young children with developmental disabilities within Taos County 1

2 MEMORANDUM OF UNDERSTANDING Of the Los Pasos Early Childhood Transition Committee That includes: EnSueños Y Los Angelitos Development Center Taos Municipal Schools Taos Pueblo Early Childhood Education Center Head Start & My 1 st School Youth Development, Inc. Head Start New Mexico School for the Deaf New Mexico School for the Blind and Visually Impaired Questa Independent Schools Penasco Independent Schools Parents Reaching Out Children, Youth and Families Department Parent Representatives UNM Taos Early Childhood Resource Center 2

3 TEAM MEMBERS Contact Information EnSueños Y Los Angelitos Development Center 1030 Salazar Road Taos, NM Contact: Andrea Kyte, Early Childhood Director (575) ext Questa Independent Schools P.O. Box 440 Questa, NM Contact: Lynn Galusky, Special Education Director (575) ext Penasco Independent Schools P.O. Box 520 Penasco, NM Contact: Melissa Sandoval, Director of Student Services (575) ext Taos Municipal Schools 310 Camino de la Placita Taos, NM Contact: Madelyn Marmol, Director of Exceptional Programs (575) Marcia Abeyta, IEP Coordinator Taos Municipal Schools Rebecca Corry Home: Cell: Taos Pueblo Early Childhood Education Center Head Start & My 1 st School P.O. Box 1846 Taos, NM Contact: Melvin Valdez Contact: Melanie Maestas, Special Services Coordinator (575) Center Phone (474) Cell Youth Development, Inc. Head Start (YDI) US Hwy 84/285, Suite C Espanola, NM Contact: Linda Fletcher, Senior Component Manager (505) New Mexico School for the Deaf (NMSD) 1060 Cerrillos Road Santa Fe, NM Contact: Kristi Halus, Early Intervention Involvement Division, NE Regional Supervisor (505) (cell) (Office) 3

4 New Mexico School for the Blind and Visually impaired, Early Childhood Program 801 Stephen Moody St. SE Albuquerque, NM Contact: Loreta Martinez-Cargo, Regional Consultant, (505) Winton Wood Family Representative P.O. Box 65 Llano, NM (Home) (Cell) Children Youth and Families Department Melissa Quintana, Supervisor 1308 Gusdorf Road Taos, New Mexico (575) , Ext UNM Taos Early Childhood Resource Center (ECRC) 115 Civic Plaza Drive Mailing: 1157 Country Rd 110 Taos, NM Contact: Brandy Corry, Director, Sandra Harrington, Childcare Inclusion Specialist (575) Parents Reaching Out 1920B Columbia Drive, SE Albuquerque, NM Camila Gutierrez (505) ,

5 I. LOS PASOS MISSION STATEMENT The members of the Los Pasos Early Childhood Transition Committee acknowledge that partnership encompasses families, agencies and committee members. The Los Pasos Transition Committee is committed to seamless transition of services to children with developmental delays, birth through five years of age, and their families. Los Pasos recognizes that collaborative efforts will maximize the use of public resources and avoid duplication of efforts while meeting regulatory requirements of individual agencies in serving children. In addition, we come together to collaborate on continuing a system of screening and referral and community health fairs to provide health and developmental screenings, education and referral information to parents. II. OBJECTIVES: 1. Assure that children with disabilities as defined by the Individuals with Disabilities Education Act (IDEA) Parts B & C and children with or at risk for developmental delay, the Head Start Disability Performance Standards or the community receive appropriate and necessary services. 2. Maximize education, health, and developmental outcomes for families whose children have special needs. 3. Support families to be equal partners and informed decision makers in the education and transition process. 4. Provide for smooth and effective transitions between, among and within agencies. 5. Provide services that are culturally relevant and linguistically appropriate. 6. Convene a meeting of stakeholders including parents/guardians, at least annually or as needed to review and evaluate the effectiveness of collaborative efforts related to this process. 8. Collaborate with community agencies to provide maximum overall support for children and families. 5

6 III. RESPONSIBILITIES IN TRANSITION PROCESS NOTIFICATION NOTIFICATION: FIT providers must notify the LEA of children who reside in the LEA s educational jurisdiction and who are potentially eligible for Part B services. For this purpose, potentially eligible is considered those children eligible under the Part C s established condition or developmental delay category. The list should include children who will turn three within the next 12 months*. NMAC TRANSITION (B) In a timely manner, the early intervention provider shall notify the local education agency of children that reside in the geographic area served by the LEA that may be eligible for preschool special education services. NMAC (A) (4) (a) Each LEA shall survey Part C programs within its educational jurisdiction in its child find efforts to identify children who will be eligible to enter the LEA s Part B preschool program in future years. FIT PROVIDER LEA HEAD START OTHER FIT Provider will provide a list of potentially eligible children with a Developmental Delay/Established Condition to the Lead Educational Agency (LEA) by the first Tuesday of each month, hand-delivered or by mail. If there are no potentially eligible children, then notification will be delivered by . LEAs will acknowledge receipt of monthly list via . Parents Reaching Out PRO will: When appropriate conduct training to help parents and families develop the skills and acquire the information needed to play an active role in the transition process. Provide individual support, information and training as needed/requested. 6

7 TRANSITION PLANNING & REFERRAL TO LEA TRANSITION PLANNING: By 24 months of age, but at least 6 months prior to the beginning of the school year in which the child turns three, the service coordinator meets with the family to identify and document the specific steps and actions that will support the child and family through the transition process. These individualized steps and actions are documented on the transition plan and are included in the IFSP. REFERRAL TO LEA: The Transition Referral Form should be sent at least 60 days prior to the Transition Conference, and if possible at least six months prior to the child s third birthday. To support the use of Part C information in determining Part B eligibility, the FIT Transition Assessment Summary Form will be completed and sent to the LEA at least 30 days prior to the Transition Conference. The parties shall honor the parent s right to full disclosure of information in order to make informed decisions regarding when their child will transition as outlined below in NM Statutes NMSA 1978 (as amended by Chapter 27, NM Laws 2004) Sec Family Infant Toddler (FIT) Program Statute If a child enrolled in the Family Infant Toddler Program has his or her third birthday during the school year, the child s parent shall have the option of having the child complete the school year in the family infant toddler program or enrolling the child in the public school s preschool program. A child with a disability who enrolls in the public school s preschool program and has his third birthday during a school year may receive special education and related services from the beginning of that school year. (Effective through June 30 th, 2012) NMAC A. Transition planning shall begin early enough to allow the parents to exercise all their rights under state and federal statutes and regulations. Transition planning must be undertaken for each child and family at least 6 months before the child is eligible to transition from early intervention services. Transition planning shall be a process involving meeting(s) and progressive steps toward the smooth and effective transitioning of each child and family. C. Steps/actions shall be identified and included in the IFSP that support the child and family and ensure a smooth and effective transition With involvement of the parents, such steps/actions shall include, at a minimum: 7

8 1.Discussions with the parents regarding future program/service options to include preschool special education services and other community services that may be available and appropriate; representatives from these programs and services shall be included in these discussions to ensure an informed decision; 2.Preparing the child and family for the changes and adjustments to a new setting; 3.With parental consent and in accordance with regulation, the transmission of information, including evaluation and assessment information and copies of IFSPs to ensure continuity of services. FIT PROVIDER LEA HEAD START OTHER By 24 months of age, but at least 6 months prior to the beginning of the school year in which the child turns three, Service Coordinator will fully inform family of Parent Choice. (Effective through June 30 th, 2012) The Service Coordinator shall ensure that the family is fully aware of the array of service and program options available under Part B including home, day care centers, Head Start programs, schools or communitybased settings. Service Coordinator will consider the parent(s) needs for child care in the transition planning process. Service Coordinator meets with the family to identify and document the specific steps and actions that will support the child and family through the transition process. These individualized steps and actions are documented on the transition plan and are included in LEA will coordinate with early intervention providers to facilitate visits by families to classrooms and/or learn about services provided by the school district. Will participate in transition planning as deemed appropriate by the parents, Part C & Part B programs through the IFSP & IEP processes. Provide program information to agencies for distribution & education for parents and families Coordinate with early intervention providers to facilitate visits by families to classrooms and/or learn about services provided. New Mexico School for the Deaf (NMSD) & New Mexico School for the Blind and Visually Impaired (NMSBVI) will: Provide a comprehensive overview of the transition process and provide information on services to families, including eligibility and enrollment information Support each family in acquiring a comprehensive and current evaluation including audiological/ophthalmological prior to transition. New Mexico School for the Deaf (NMSD) will: Work together with other local FIT providers, Early Head Start, Head Start, and /or LEAs to best meet the needs of children who are 8

9 the IFSP. Service Coordinator will deliver/mail a Transition Referral Form to the Local Education Agency (LEA) at least 60 days prior to the Transition Conference, and if possible 6 months prior to the child s third birthday with parent consent. For all children with birthdays through November, referrals must be received by the second week in February. EFFECTIVE 2013 If a parent refuses the referral to be made to Part B the Service Coordinator should provide the parent(s) with prior written notice that Part C services will end at the time of their child s third birthday. The Service Coordinator will also provide the family a copy of their Procedural Safeguards at this time. With parent consent, the Service Coordinator will coordinate the completion and submission BY MAIL OR DELIVERY of the Transition Assessment Summary Form to the LEA at least 30 days prior to the Transition Conference. For late referrals to FIT, provider will contact LEA to notify as soon as FIT receives referral with parent s consent Special Education Director &/or Coordinator will receive the Transition Referral Form confirming receipt. Special Education &/or Coordinator will receive the Transition Assessment Summary Form confirming receipt. deaf or hard of hearing in the community and support attainment of outcomes and goals contained in the IFSP/IEP. PRO will: Be available as requested to provide support and information to families about the transition process. Develop a family supports plan in collaboration with the local Early Intervention agency as requested by the agency. Offer families opportunities to connect with other families who have had children transition to share experiences. Support families in understanding the differences between IDEA Part B and IDEA Part C. 9

10 TRANSITION CONFERENCE TRANSITION CONFERENCE: The FIT program is legally responsible for convening the Transition Conference. It is the responsibility of the Service Coordinator to invite an LEA representative to the Transition Conference with the approval of the family. NMAC (F) TRANSITION With approval of the parents, a Transition Conference shall be convened at least 90 days prior to the anticipated date of transition from early intervention services but no later than 90 days prior to the child s third birthday. If the child may be eligible for preschool services, including special education and related services offered through the local education agency, this conference shall include, at a minimum, the parents, the relevant early intervention service providers, and the local education agency representative(s). Other relevant service providers should be invited to attend this meeting. The transition process must take into account availability of Head Start and other childcare services in the community. Subsection (A)(4)(e) of NMAC states that Each LEA shall participate in transition planning conferences arranged by the designated Part C lead agency no less than 90 days prior to the anticipated transition or the child s third birthday, whichever occurs first, to facilitate informed choices for all families. FIT PROVIDER LEA HEAD START OTHER The Service Coordinator will (with the approval of the parent(s)) convene and facilitate a Transition Conference at least 90 days and, at LEA will participate in the Transition Conference arranged by the designated early intervention provider. Attend Transition Conference if Head Start is being considered as an option NMSD will: the discretion of all parties, no more than nine months prior to the LEA will determine the need for child s third birthday. additional evaluation, assessment, and information. If the family chooses to transition at the beginning of the school year in which their child turns 3, the Transition Conference would be held at least 90 days before the beginning of that school year. EFFECTIVE UNTIL JUNE 30, 2012 LEA will provide the parents a copy of the procedural safeguards under the IDEA and obtain parental consent to conduct an initial evaluation. Review eligibility information and financial/application process with family. Provide family with information about the Head Start program. Participate in the Transition Conference and, if acting as FIT Service Coordinator, facilitate that conference per FIT regulations. Support each family in acquiring a comprehensive and current evaluation including audiological prior to transition. 10

11 If the child is potentially eligible for Part B preschool services through the local education agency (LEA), then the LEA representatives must be invited to participate in the Transition Conference. The invitation will be sent at least 30 days prior to the Transition Conference. With approval of the parents, other relevant service providers should also be invited (Head Start, child care providers, etc.). In the case of a child with a hearing loss, and in accordance with DOH procedure and with parent consent, contact an NMSD Early Intervention & Involvement Division Regional Supervisors for technical assistance during the transition conference in discussing communication considerations and the continuum of educational options. The family s Service Coordinator shall facilitate this meeting to ensure the following: Review the child s service and program options. Review the IFSP, evaluation, assessment information, and other relevant and current data/information. Decide what other activities need LEA will schedule a date for a group of qualified professionals from the LEA and the parent(s) to review any existing data, including the IFSP, evaluations and information provided by parents or other data as allowed, as part of the process for determining eligibility for IDEA Part B. LEA will schedule a date for the IEP Team meeting, to determine possible eligibility under Part B of the IDEA. If family needs additional time to precede with the process the LEA will discuss timeline. Encourage parents to visit local Head Start center prior to application process. Support the Transition team by providing consultation related to Special Considerations for Children who are Deaf or Hard-of- Hearing as mandated by IDEA at the Transition Conference and IEP meeting. Contact the local LEA through its Joint Power s Agreements to collaboratively consider placement options and participate in and conduct IFSP/IEP meetings. Provide referral to the NMSD Outreach School Age Consultation Program, for consultation to the receiving LEA if placement is other than NMSD preschool. New Mexico School for the Blind & Visually Impaired will: Provide information to parents/guardian of children who are eligible to transition regarding options for services Coordinate transition information/efforts with other service providers. Support each family s efforts to have a current ophthalmologic report prior to transition. 11

12 to be completed before the child transitions (including enrollment; immunizations; transportation or medical needs, etc. Service Coordinator shall document all outcomes and decisions of the Transition Conference in the IFSP. Service Coordinator shall document all outcomes and decisions of the Transition Conference in the IFSP. If a parent refuses the referral to Part B the Service Coordinator should provide the parent(s) with prior written notice that Part C services will end at the time of their child s third birthday. The Service Coordinator will also provide the family a copy of their Procedural Safeguards at this time. Provide current assessment information, recommendations and consultation as needed to the receiving program. Participate, when invited, in transition conferences/meetings and help the team and family consider placement options and adaptations that may be needed. Participate, with parent permission, on IFSP/IEP team. Provide current information regarding present levels of performance and relevant assessment information to be used in eligibility determination and programming design. Attend the IFSP/IEP meeting and provide a current functional vision assessment or determine if further vision assessment is needed, assist in setting goals and objectives, provide suggestions for environmental modifications, and provide recommendations for level of service. 12

13 documented visual impairment, the FIT Service Coordinator will contact NMSBVI for technical assistance during the 90 day conference to discuss the Consideration of Special Factors (from IDEA-97); consideration of the child s needs, and appropriate reading and writing media (including an evaluation for the child s future needs for instruction in Braille or the use of Braille), NMSBVI staff is responsible for determining the Literacy Learning Mode of each transitioning child; Auditory, Tactile, Visual, and for making recommendations about the recommended literacy mode for the child to the IEP team upon transition. UNM-Taos Early Childhood Resource Center (ECRC) will: When invited by families attend Transition conference, as appropriate. Will provide family with information about program/community services. In the case of a child with a 13

14 ƒ, c r t i c i p a t e o p t i o n s a n 14

15 INITIAL EVALUATION FOR PART B & ELIGIBILITY DETERMINATION INITIAL EVALUATION FOR PART B: The LEA is responsible for obtaining written informed parental consent and conducting the evaluation within 60 days. The purpose of the initial evaluation is to determine if the child is a child with a disability, and if the child requires special education and related services to benefit from the education program. ELIGIBILITY DETERMINATION: Eligibility is determined after the initial evaluation procedures are completed including the careful review of existing evaluation and assessment information, observations and input from the parents. FIT PROVIDER LEA HEAD START OTHER If a parent does not consent to the Part B evaluation and eligibility determination the Service Coordinator should provide them with prior written notice that Part C services will end at the time of their child s third birthday. The Service Coordinator will also provide the family a copy of their Procedural Safeguards at this time Parents who decide not to proceed with eligibility determination for Part B should be given contact information for the LEA in which they reside. It should be made clear that after they exit the FIT program, they may contact the LEA for future evaluation if needed. LEA will provide and explain to the parent(s) in their native language or other mode of communication used by the parent(s) the Procedural Safeguards including prior written notice prior to the evaluation. LEA will schedule a date for initial evaluation LEA will conduct the initial evaluation within 60 days of the Consent Form for Preschool Evaluation signed by the parent(s). LEA will conduct the initial evaluation in accordance with 34 CFR to include a variety of measures and sources, including functional, aptitude, and achievement tests, and parent input, as well as information about the child s physical condition, social or cultural background. New Mexico School for the Deaf will: Provide consultation regarding appropriate assessment/evaluation for children with hearing loss. New Mexico School for the Blind & Visually Impaired will: Provide current information regarding present levels of performance and relevant assessment information to be used in eligibility determination and programming design. Provide consultation regarding appropriate assessment/evaluation for children with a visual impairment. 14

16 Eligibility Determination Meeting LEA must assure that a group of qualified professionals and the parent of the child determine whether the child is a child with a disability in accordance with State and Federal regulations. LEA will determine eligibility for Part B services that includes the review and use of existing Part C evaluations and assessments and the IFSP information as part of the initial evaluation. Evaluations provided by EI must have been administered within six months of transition conference date in order to be considered valid. LEA shall provide a copy of the evaluation report and the documentation of the eligibility determination to the parent(s). Documentation of eligibility must be sent to the referring FIT provider no later than the child s third birthday with parent consent. 14

17 PARENT CHOICE (Effective through June 30 th, 2012) PARENT CHOICE (as per New Mexico Statute) A. Preschool programs for children aged 2 through 5. (1)Each public agency shall ensure that a free appropriate public education is available for each preschool child with a disability within its educational jurisdiction no later than the child's third birthday and that an individualized education program (IEP) under Part B or an individual family services plan (IFSP) under Part C of the IDEA is in effect by that date in compliance with 34 CFR secs , and (b) The parties shall honor the parent s right to full disclosure of information in order to make informed decisions regarding when their child will transition as outlined below in NM Statutes NMSA 1978 (as amended by Chapter 27, NM Laws 2004) Sec Family Infant Toddler (FIT) Program Statute If a child enrolled in the Family Infant Toddler Program has his or her third birthday during the school year, the child s parent shall have the option of having the child complete the school year in the family infant toddler program or enrolling the child in the public school s preschool program. A child with a disability who enrolls in the public school s preschool program and has his third birthday during a school year may receive special education and related services from the beginning of that school year. If the parent chooses for their child to remain in the Part C program, as allowed under State statute, early intervention services through the FIT Program will continue in accordance with the Individualized Family Service Plan (IFSP) under IDEA sec. 635(c)(2)(D). 16

18 FIT PROVIDER LEA HEAD START OTHER PARENT CHOICE IS TO BEGIN PART B SERVICES IMMEDIATELY PARENT CHOICE IS TO BEGIN PART B SERVICES IMMEDIATELY (Effective through June 30 th, 2012) (Effective through June 30 th, 2012) FIT Provider will participate in the IEP meeting at the parent s request. Post transition service coordination shall be offered to the family as an option. If the parent(s) requests this service, it must be provided in accordance with the Family Infant Toddler Program s service standards. Post transition service coordination may involve visits with the family, consultation to staff of the receiving agency/agencies, an evaluation of the effectiveness of the transition process. Post transition service coordination activities must be documented in the IFSP. PARENT CHOICE IS TO REMAIN IN PART C UNTIL THE FOLLOWING SCHOOL YEAR (Effective through June 30 th, 2012) If the parent chooses for their If the parent chooses to begin Part B services immediately the LEA would develop an IEP after the Eligibility Determination Meeting and before the child s 3rd birthday. LEA at the request of the parent must send an invitation to the Part C Service Coordinator or other representatives of the Part C system to assist with the smooth transition services. LEA will provide a copy of the Procedural Safeguards to the parents. LEA will begin Part B services on the date specified on the IEP. PARENT CHOICE IS TO REMAIN IN PART C UNTIL THE FOLLOWING SCHOOL YEAR (Effective through June 30 th, 2012) LEA shall provide a copy of the evaluation report and the If the family selects Head Start, Head Start staff will, once contacted by the family initiate the application process. A completed application is the first step to be considered for enrollment. Complete all necessary paperwork. If child is to receive special education services, Head Start will attend IEP as requested by parent. New Mexico School for the Deaf will: Participate with parent permission on IFSP/IEP team and assist in setting goals and objectives, provide suggestions for environmental modifications and provide recommendations for level of service. In the case of a child with a hearing loss, even if the hearing loss is not the child s primary condition, the Communication Considerations for Children with a Hearing Loss IEP addendum MUST be completed by the IEP team to facilitate discussion around the child s communication needs. NMSD Outreach staff are available to IEP teams for support and consultation. New Mexico School for the Blind & Visually Impaired will: Participate with parent permission on IFSP/IEP team 17

19 child to remain in Part C program, as allowed under State statute, early intervention services through the FIT Program will continue in accordance with the Individualized Family Service Plan (IFSP) under IDEA sec. 635(c)(2)(D). If the child remains in Part C beyond their third birthday, the IFSP will be updated and revised to include an educational component that promotes preschool readiness, including addressing pre-literacy, language, and numeracy skills. Early intervention services shall be provided in accordance with the IFSP to children and families until the date specified on the IFSP. If the IEP development occurred longer than 60 days prior to transition, FIT Provider will communicate to LEA prior to school starting, current levels of performance. Once child transitions to Part B Programs: Post transition service coordination shall be offered to the documentation of the eligibility determination to the parent(s) and, with parental consent, a copy of this documentation to the referring FIT provider 10 days following determination or by the 3 rd birthday whichever occurs first. Once child transitions to Part B Programs: LEA shall conduct the initial IEP meeting no later than 15 days prior to the child s entry into Part B and assist in setting goals and objectives, provide suggestions for environmental modifications and provide recommendations for level of service. Complete and submit Braille Form. NSMBVI is responsible for determining the Literacy Learning Mode of each transitioning child (Auditory, Tactile, or Visual) and for making recommendations about the recommended literacy mode for the child to the IEP team upon transition, based on: Consideration of Special Factors (from IDEA- 97) "In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child s future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not 18

20 family as an option. If the parent(s) requests this service, it must be provided in accordance with the Family Infant Toddler Program s service standards. Post transition service coordination may involve visits with the family, consultation to staff of the receiving agency/agencies, an evaluation of the effectiveness of the transition process. Post transition service coordination activities must be documented in the IFSP. programs/services of the following school year. The LEA will request from FIT provider current information prior to IEP meeting in order to develop the IEP. LEA at the request of the parent must send an invitation to the Part C Service Coordinator or other representatives of the Part C system to assist with the smooth transition services. LEA will provide a copy of the Procedural Safeguards to the parents. LEA will begin Part B services on the date specified on the IEP. Preschool services will begin on the first day of school unless otherwise stated on the IEP. In the case of a child with a hearing loss, even if the hearing loss is not the child s primary condition, the Communication Considerations for Children with a Hearing Loss IEP addendum MUST be completed by the IEP team to facilitate discussion around the child s communication needs. NMSD Outreach are available to IEP teams for support and consultation. appropriate for the child." UNM Taos Early Childhood Resource Center will: When invited, and with parent permission, the Inclusion Specialist will attend the IEP meeting PRO will: Collaborate with the PTI to support families with IEP questions 19

21 IV. DURATION This agreement will be reviewed quarterly from the date of signatures. V. IMPLEMENTATION OF AGREEMENT All agencies participating in this agreement will support their staff in implementation of the MOU. VI. CONFIDENTIALITY That all parties to this agreement will follow the confidentiality regulations set forth by each party s policies and regulations. Assure that the privacy requirements for handling confidential, child and family information contained in HIPAA (Health Insurance Portability and Accountability Act) and FERPA (Family Education Rights and Privacy Act) are followed. VII. PUBLIC AWARENESS The signees agree to meet at least quarterly throughout the year to plan and coordinate efforts that facilitate timely and seamless transition. Efforts may include Child Find, Health Fairs and other public awareness activities. 20

22 IN WITNESS WHEREOF, the following signatures are affixed: EnSueños Y Los Angelitos Development Center Date Taos Municipal Schools Date Taos Pueblo Early Childhood Education Center Head Start & My 1 st School Date Youth Development, Inc. Head Start Date 21

23 New Mexico School for the Deaf Date New Mexico School for the Blind and Visually Impaired Date Questa Independent Schools Date Penasco Independent Schools Date Parents Reaching Out Date 22

24 Family Representative Date UNM Taos Early Childhood Resource Center Date 23

25

Memorandum of Understanding

Memorandum of Understanding Memorandum of Understanding The Department of Assistive and Rehabilitative Services and the Texas Education Agency I TEXAS EDUCATION AGENCY I. PURPOSES The purposes of this Memorandum of Understanding

More information

Side-by-side Comparison of Early Intervention and Preschool Special Education

Side-by-side Comparison of Early Intervention and Preschool Special Education NM Part C Early Intervention Procedures - Appendix A. Side-by-side Comparison of Early Intervention and Preschool Special Education The following is a side-by-side comparison of: Early intervention services

More information

Local Early Childhood Interagency Collaboration Agreement Collaborative Team. I. Purpose, Guiding Principles and Goals of this Community Collaboration

Local Early Childhood Interagency Collaboration Agreement Collaborative Team. I. Purpose, Guiding Principles and Goals of this Community Collaboration Local Early Childhood Interagency Collaboration Agreement Collaborative Team I. Purpose, Guiding Principles and Goals of this Community Collaboration The purpose of this agreement is to promote cooperation

More information

The Individualized Family Service Plan. Handout 8. 303.20 Individualized family service plan.

The Individualized Family Service Plan. Handout 8. 303.20 Individualized family service plan. The Individualized Family Service Plan IDEA 2004 s Part C Regulations Handout 8 303.20 Individualized family service plan. Individualized family service plan or IFSP means a written plan for providing

More information

CHAPTER 4 THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) INTRODUCTION A. IEP TEAM

CHAPTER 4 THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) INTRODUCTION A. IEP TEAM C H A P T E R 4 : T H E I N D I V I D U A L I Z E D E D U C A T I O N P R O G R A M ( I E P ) INTRODUCTION The Individualized Education Program is defined as a written statement for each student with an

More information

Individualized Education Program. The Curriculum & Instruction Department-Special Education Programs of Newport

Individualized Education Program. The Curriculum & Instruction Department-Special Education Programs of Newport Individualized Education Program The Curriculum & Instruction Department-Special Education Programs of Newport News Public Schools has the responsibility for ensuring that an IEP is developed and implemented

More information

Supporting Families in Transition between Early Intervention and School Age Programs

Supporting Families in Transition between Early Intervention and School Age Programs Supporting Families in Transition between Early Intervention and School Age Programs by Cheryl Johnson, Special Education Unit, Colorado Department of Education The transitions between early intervention

More information

Child and Family Rights/Procedural Safeguards

Child and Family Rights/Procedural Safeguards Child and Family Rights/Procedural Safeguards First Steps Early Intervention Program Mississippi State Department of Health Revised 03-06-15 Table of Contents Contents Page Number Introduction 3 Section

More information

INDIVIDUALIZED FAMILY SERVICE PLAN

INDIVIDUALIZED FAMILY SERVICE PLAN INDIVIDUALIZED FAMILY SERVICE PLAN Introduction [34 CFR 303.20] The Individualized Family Service Plan (IFSP) is the written agreement between the family and the local tiny-k program that documents a plan

More information

TRANSITION Tool Kit for Service Coordinators

TRANSITION Tool Kit for Service Coordinators TRANSITION Tool Kit for Service Coordinators Tool Kit Items: 1. Process Quick Guide 2. Process Diagram 3. IFSP Plan Guidance for Use 4. IFSP Plan Form A 5. IFSP Plan Form B 6. Parent Form: Written Notification

More information

Glossary of Special Education Terminology

Glossary of Special Education Terminology Glossary of Special Education Terminology 1. "A Child with a Disability": A student who has been properly evaluated in accordance with regulations who is found to have a disability which results in the

More information

Special Education For Preschoolers

Special Education For Preschoolers C A L I F O R N I A E A R L Y S T A R T Special Education For Preschoolers A G U I D E F O R P A R E N T S Early Intervention services system encouraging partnerships between families and professionals,

More information

Connecticut Birth to Three System. A Family Handbook. Guide 3: Transition to Early Childhood Special Education

Connecticut Birth to Three System. A Family Handbook. Guide 3: Transition to Early Childhood Special Education Connecticut Birth to Three System A Family Handbook Guide 3: Transition to Early Childhood Special Education July 2013 Connecticut Birth to Three System A Family Handbook This handbook and others are available

More information

The Transition Process: From Birth to Three to Special Education. Connecticut Parent Advocacy Center. Workshop Outcomes 11/9/2010

The Transition Process: From Birth to Three to Special Education. Connecticut Parent Advocacy Center. Workshop Outcomes 11/9/2010 The Transition Process: From Birth to Three to Special Education Connecticut Parent Advocacy Center, Inc. 338 Main Street, Niantic, CT 06357 1 800 445 2722 www.cpacinc.org Connecticut Parent Advocacy Center

More information

Q&A: Expanded Core Curriculum Instruction and Orientation and Mobility Evaluations Texas Updates Resulting From SB 39 and HB 590

Q&A: Expanded Core Curriculum Instruction and Orientation and Mobility Evaluations Texas Updates Resulting From SB 39 and HB 590 DRAFT GUIDANCE PENDING FINAL RULE ADOPTION Q&A: Expanded Core Curriculum Instruction and Orientation and Mobility Evaluations Texas Updates Resulting From SB 39 and HB 590 The 83rd session of the Texas

More information

July 23, 2007. Dear Ms. Guard:

July 23, 2007. Dear Ms. Guard: July 23, 2007 Ms. Patty Guard Acting Director Office of Special Education Programs U.S. Department of Education 400 Maryland Avenue, SW Potomac Center Plaza, Room 4109 Washington, DC 20202-2600 Dear Ms.

More information

Regulation Special Education and Related Services for Eligible Students

Regulation Special Education and Related Services for Eligible Students Regulation Special Education and Related Services for Eligible Students The purpose of the district s special education program regulations is to address program areas where state and federal regulations

More information

FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS

FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS Table of Contents Child Find... 2 Screening... 3 General Screening Procedures...

More information

Reevaluation of Special Education Students. 1. If conditions warrant a reevaluation, including improved academic performance

Reevaluation of Special Education Students. 1. If conditions warrant a reevaluation, including improved academic performance Reevaluation of Special Education Students Record Keeping Requirement I. Reevaluation A. A reevaluation shall be conducted: 1. If conditions warrant a reevaluation, including improved academic performance

More information

INDIVIDUAL FAMILY SERVICE PLAN (IFSP)

INDIVIDUAL FAMILY SERVICE PLAN (IFSP) INDIVIDUAL FAMILY SERVICE PLAN (IFSP) Check here if this is an Interim IFSP Resident District: IFSP Meeting Date: IDENTIFYING INFORMATION MARSS ID #: Gender: M F Date of Birth: / / School: Providing District

More information

Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE

Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE Infants and Toddlers Early Intervention Preschool Special Education Special Education REVISED JULY 2016 MARYLAND STATE DEPARTMENT OF EDUCATION DIVISION

More information

20 U.S.C EVALUATIONS AND IEPS

20 U.S.C EVALUATIONS AND IEPS 20 U.S.C. 1414 EVALUATIONS AND IEPS Introduction On November 17, 2004, a House-Senate Conference Committee agreed on changes to reauthorize the Individuals with Disabilities Education Act (IDEA). On Friday,

More information

Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation

Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation Companion Document to NJOSEP Code Trainings October/November 2006 Updated

More information

Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three

Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Originally developed: (1995) Bridging Early Services, Transition Taskforce, Kansas

More information

Indicator 12. Phase I Desk Audit Purpose

Indicator 12. Phase I Desk Audit Purpose Indicator 12 Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. IDEA Reference: 300.101(b)(1)(i)(ii)

More information

Annual Public Notice of Special Education & Early Intervention Services and Programs

Annual Public Notice of Special Education & Early Intervention Services and Programs Annual Public Notice of Special Education & Early Intervention Services and Programs It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing

More information

Part B PROCEDURAL SAFEGUARDS NOTICE

Part B PROCEDURAL SAFEGUARDS NOTICE Part B PROCEDURAL SAFEGUARDS NOTICE New York State Education Department PROCEDURAL SAFEGUARDS NOTICE Rights for Parents of Children with Disabilities, Ages 3-21 As a parent, you are a vital member of the

More information

IEP PR-07 Form. Revised Annotations for the. Contents. Using the IEP Form document

IEP PR-07 Form. Revised Annotations for the. Contents. Using the IEP Form document Revised Annotations for the IEP PR-07 Form The Ohio Department of Education, Office for Exceptional Children (ODE/ OEC) revised the individualized education program (IEP) form to align the elements of

More information

Part B PROCEDURAL SAFEGUARDS NOTICE

Part B PROCEDURAL SAFEGUARDS NOTICE Part B PROCEDURAL SAFEGUARDS NOTICE New York State Education Department PROCEDURAL SAFEGUARDS NOTICE Rights for Parents of Children with Disabilities, Ages 3-21 As a parent, you are a vital member of the

More information

eci early childhood intervention Planning Transition conference or Meeting Next Steps Terms You may hear Resources Timelines Regulations

eci early childhood intervention Planning Transition conference or Meeting Next Steps Terms You may hear Resources Timelines Regulations beyond early childhood intervention eci Planning Moving on from the Texas Early Childhood Intervention (ECI) Program! This booklet will help your family make the transition from ECI. Transition conference

More information

SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES

SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 13 Information on Preschool Education Services TABLE OF CONTENTS Question Page 1. What is the federal law that requires preschool education services?...

More information

INDIVIDUALS WITH DISABILITIES EDUCATION ACT NOTICE OF PROCEDURAL SAFEGUARDS

INDIVIDUALS WITH DISABILITIES EDUCATION ACT NOTICE OF PROCEDURAL SAFEGUARDS INDIVIDUALS WITH DISABILITIES EDUCATION ACT NOTICE OF PROCEDURAL SAFEGUARDS Tennessee Department of Education Division of Special Education Department of Education February 11, 2008; Publication Authorization

More information

A GUIDEG EDUCATION FOR CHILDREN SPECIAL PRESCHOOL TRANSITIONING FROM EARLY INTERVENTION

A GUIDEG EDUCATION FOR CHILDREN SPECIAL PRESCHOOL TRANSITIONING FROM EARLY INTERVENTION A GUIDEG TO PRESCHOOL SPECIAL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION 2013 1 Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo,

More information

Questions and Answers about Indicator 12 Data Report. to the NC Department of Public Instruction

Questions and Answers about Indicator 12 Data Report. to the NC Department of Public Instruction Questions and Answers about Indicator 12 Data Report to the NC Department of Public Instruction This document addresses frequently asked questions about reporting Indicator 12 data to the NC Department

More information

Eligibility, and Individualized Education Program (IEP) Process in Maryland

Eligibility, and Individualized Education Program (IEP) Process in Maryland A Guide For Parents of Students With Disabilities Understanding the Evaluation, Eligibility, and Individualized Education Program (IEP) Process in Maryland Maryland State Department of Education Division

More information

PREPARING FOR INFECTIOUS DISEASE: EBOLA

PREPARING FOR INFECTIOUS DISEASE: EBOLA PREPARING FOR INFECTIOUS DISEASE: EBOLA DEPARTMENT OF EDUCATION QUESTIONS AND ANSWERS ON PROVIDING SERVICES TO CHILDREN WITH DISABILITIES DURING EXTENDED STUDENT ABSENCE OR SCHOOL DISMISSAL The risk of

More information

Special Education Operating Guidelines Overview

Special Education Operating Guidelines Overview Special Education Operating Guidelines Overview Local Education Agencies (LEA) are required to develop and implement policies, procedures and practices related to the provision of special education services

More information

Early Intervention For children ages 0-3 years

Early Intervention For children ages 0-3 years Early Intervention For children ages 0-3 years IDEA 2004 AND CHILDREN WHO ARE DEAF OR HARD OF HEARING Early intervention, serving children from birth to age 3, is required by law. Public law 94-142 was

More information

Transition at Age 3. Success

Transition at Age 3. Success Transition at Age 3 Steps for Success A guide for Georgia Children with Disabilities, Their Families, Babies Can't Wait Early Intervention Services, Schools, and Community Programs Activity/Age Timeline

More information

Illinois State Board of Education. Early Intervention to Early Childhood Transition Frequently Asked Questions

Illinois State Board of Education. Early Intervention to Early Childhood Transition Frequently Asked Questions Illinois State Board of Education Early Intervention to Early Childhood Transition Frequently Asked Questions Question 1. When should the Child and Family Connections (CFC) service coordinator provide

More information

YOUR RIGHTS UNDER THE IDEA Part B Procedural Safeguards Notice 1

YOUR RIGHTS UNDER THE IDEA Part B Procedural Safeguards Notice 1 YOUR RIGHTS UNDER THE IDEA Part B Procedural Safeguards Notice 1 GENERAL INFORMATION PRIOR WRITTEN NOTICE 34 CFR 300.503 Notice Your school district must give you written notice (provide you certain information

More information

Prenatal Services and Early Childhood Development

Prenatal Services and Early Childhood Development The Florida Senate BILL ANALYSIS AND FISCAL IMPACT STATEMENT (This document is based on the provisions contained in the legislation as of the latest date listed below.) Prepared By: The Professional Staff

More information

A GUIDEG SPECIAL PRESCHOOL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION DRAFT

A GUIDEG SPECIAL PRESCHOOL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION DRAFT A GUIDEG TO PRESCHOOL SPECIAL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION 2010 Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo, New

More information

PART C OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT FINAL REGULATIONS NONREGULATORY GUIDANCE

PART C OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT FINAL REGULATIONS NONREGULATORY GUIDANCE PART C OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT FINAL REGULATIONS NONREGULATORY GUIDANCE NOVEMBER 2011 Table of Contents Page A 1: CHANGES IN EARLY INTERVENTION: A SUMMARY OF MAJOR REGULATORY

More information

290-8-9.04(3) 290-8-9.04(4)(e)

290-8-9.04(3) 290-8-9.04(4)(e) 290-8-9.04(3) 290-8-9.04(4)(e) (3) Age Requirements. The following age requirements apply to the provision of special education and related services: (a) Preschool children with disabilities by the child

More information

SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES

SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES 5051.01 English SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 11 Information on Preschool Education Services From a 13-Chapter Manual Available by Chapter and in Manual Form Written by: Community

More information

Special Education Procedural Safeguards

Special Education Procedural Safeguards Special Education Procedural Safeguards Rights for Parents and Children School District of For more information or questions regarding your child s special education services contact: Director of Special

More information

Annual Public Notice of Special Education Services and Programs

Annual Public Notice of Special Education Services and Programs Annual Public Notice of Special Education Services and Programs It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing in the Commonwealth,

More information

A Parent s Guide To Special Education Services

A Parent s Guide To Special Education Services A Parent s Guide To Special Education Services (Including Procedural Rights and Safeguards) Los Angeles Unified School District Revised June 2009 966-12-18950 [Rev. June 2009 Parent s Guide to Special

More information

Name of Grant Program: Early Childhood Special Education Allocation Fund Code: 262

Name of Grant Program: Early Childhood Special Education Allocation Fund Code: 262 Name of Grant Program: Early Childhood Special Education Allocation Fund Code: 262 PART IV REQUIRED STATISTICAL INFORMATION please use this template as a working document and submit final numbers through

More information

WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?

WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL? TABLE OF CONTENTS INTRODUCTION... 1 WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?... 2 STEPS TO GETTING SERVICES... 3 ANSWERS TO FREQUENTLY ASKED QUESTIONS... 9 REQUEST FOR ASSISTANCE...

More information

Individual Education Program (IEP) Form Guidance

Individual Education Program (IEP) Form Guidance The purpose of the IEP document is to provide a written record of the decisions made at an IEP meeting where parent(s) and school personnel jointly make decisions about the educational program for a student

More information

PRESCHOOL/ELEMENTARY SCHOOL INDIVIDUALIZED EDUCATION PROGRAM (IEP)

PRESCHOOL/ELEMENTARY SCHOOL INDIVIDUALIZED EDUCATION PROGRAM (IEP) PRESCHOOL/ELEMENTARY SCHOOL INDIVIDUALIZED EDUCATION PROGRAM (IEP) Student Demographics Student Name: Date: Student State ID #: DOB: Age: Grade: Gender: M F Ethnicity: Parent(s)/Guardian(s): Address: Home

More information

FY13 Early Childhood Special Education Allocation Grant Fund Code 262 Online Grant Application Portal

FY13 Early Childhood Special Education Allocation Grant Fund Code 262 Online Grant Application Portal 1 FY13 Early Childhood Special Education Allocation Grant Fund Code 262 Online Grant Application Portal Select Your School Districts Name from the drop down menu The school districts are listed in alphabetical

More information

South Dakota Parental Rights and Procedural Safeguards

South Dakota Parental Rights and Procedural Safeguards South Dakota Parental Rights and Procedural Safeguards Special Education Programs Revised July 2011 Prior Written Notice... 1 Definition of Parental Consent... 3 Definition of a Parent... 3 Parental Consent...

More information

OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED

OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED The Individuals with Disabilities Education Act (IDEA): Evaluation Procedures Under Part B Note: All TAPS are posted on OSPI s Web

More information

REPUBLIC OF PALAU KOROR, PALAU 96940 MINISTRY OF EDUCATION SPECIAL EDUCATION SERVICES

REPUBLIC OF PALAU KOROR, PALAU 96940 MINISTRY OF EDUCATION SPECIAL EDUCATION SERVICES REPUBLIC OF PALAU KOROR, PALAU 96940 MINISTRY OF EDUCATION SPECIAL EDUCATION SERVICES SPECIAL EDUCATION POLICIES FOR COMPLIANCE WITH Part B of the Individuals With Disabilities Education Act, As Amended

More information

Kansas Special Education Services. Process Handbook

Kansas Special Education Services. Process Handbook Kansas Special Education Services Process Handbook JUNE 2011 ACKNOWLEDGEMENTS Special Education Services wishes to thank the KASEA Organization and the Regional Representatives that participated in the

More information

Parent Rights & Responsibilities in Nevada Early Intervention

Parent Rights & Responsibilities in Nevada Early Intervention P a g e 1 Parent Rights & Responsibilities in Nevada Early Intervention What are my rights and why are they important? Rights protect your family and child. All families enrolled in early intervention

More information

TECHNICAL ASSISTANCE REFERRAL PACKET

TECHNICAL ASSISTANCE REFERRAL PACKET TECHNICAL ASSISTANCE REFERRAL PACKET The Minnesota DeafBlind Project provides FREE technical assistance to families, education teams and service providers to support children (from birth through the year

More information

ETR. Evaluation Team Report TYPE OF EVALUATION: CHILD'S INFORMATION: DATES PARENTS'/GUARDIAN INFORMATION ETR FORM STATUS CHILD'S NAME:

ETR. Evaluation Team Report TYPE OF EVALUATION: CHILD'S INFORMATION: DATES PARENTS'/GUARDIAN INFORMATION ETR FORM STATUS CHILD'S NAME: CHILD'S INFORMATION: TYPE OF EVALUATION: STREET: GENDER: CITY: STATE: OH ZIP: DISTRICT OF RESIDENCE: DISTRICT OF SERVICE: GRADE: INITIAL EVALUATION DATES DATE OF MEETING: DATE OF LAST ETR: REFERRAL DATE:

More information

EARLY CHILDHOOD TRANSITION PROCESS

EARLY CHILDHOOD TRANSITION PROCESS FALL 2015 EARLY CHILDHOOD TRANSITION PROCESS A guide for helping families of children with special needs prepare for smooth and effective transitions JOHN WHITE STATE SUPERINTENDENT OF EDUCATION Terms

More information

CHAPTER 16. SPECIAL EDUCATION FOR GIFTED STUDENTS

CHAPTER 16. SPECIAL EDUCATION FOR GIFTED STUDENTS CHAPTER 16. SPECIAL EDUCATION FOR GIFTED STUDENTS Sec. GENERAL PROVISIONS 16.1. Definitions. 16.2. Purpose. 16.3. Experimental programs. 16.4. Strategic plans. 16.5. Personnel. 16.6. General supervision.

More information

SUBCHAPTER 3. SPECIAL EDUCATION NEW JERSEY ADMINISTRATIVE CODE TITLE 6A EDUCATION

SUBCHAPTER 3. SPECIAL EDUCATION NEW JERSEY ADMINISTRATIVE CODE TITLE 6A EDUCATION CHAPTER 14 SPECIAL EDUCATION NEW JERSEY ADMINISTRATIVE CODE TITLE 6A EDUCATION CHAPTER 14. AUTHORITY: SPECIAL EDUCATION N.J.S.A. 18A:4-15, 18A:7A-1 et seq., 18A:7B-1 et seq., 18A:7C-1 et seq., 18A:40-4,

More information

EARLY INTERVENTION: QUESTIONS AND ANSWERS

EARLY INTERVENTION: QUESTIONS AND ANSWERS EARLY INTERVENTION: QUESTIONS AND ANSWERS IMPORTANT: ELC's publications are intended to give you a general idea of the law. However, each situation is different. If, after reading our publications, you

More information

Florida Department of Education Bureau of Exceptional Education and Student Services. Compliance Self-Assessment 2013-14

Florida Department of Education Bureau of Exceptional Education and Student Services. Compliance Self-Assessment 2013-14 Florida Department of Education Bureau of Exceptional Education and Student Services Compliance Self-Assessment 2013-14 Individual Educational Plan (IEP) GSW Student umber: Student s ame: School/Grade:

More information

The Special Education Referral & Identification Process. Menlo Park City School District Source: US Department of Education and

The Special Education Referral & Identification Process. Menlo Park City School District Source: US Department of Education and The Special Education Referral & Identification Process Olivia Mandilk, Director Menlo Park City School District Source: US Department of Education and Protection and Advocacy, Inc. 11/07 Step One Child

More information

PROCEDURAL SAFEGUARDS NOTICE

PROCEDURAL SAFEGUARDS NOTICE PARENT AND CHILD RIGHTS IN SPECIAL EDUCATION PROCEDURAL SAFEGUARDS NOTICE New Mexico Public Education Department, 120 South Federal Place, Room 206, Santa Fe, New Mexico 87501 About Special Education Special

More information

PRESCHOOL EVALUATION AGENDA. 3. Review of Existing Data Completed with Team Present and documenting team decision

PRESCHOOL EVALUATION AGENDA. 3. Review of Existing Data Completed with Team Present and documenting team decision PRESCHOOL EVALUATION AGENDA 1. Introductions; Roles; Purpose of the visit 2. Explanation of Procedural Safeguards 3. Review of Existing Data Completed with Team Present and documenting team decision 4.

More information

EARLY CHILDHOOD TRANSITION GUIDEBOOK. What You Need to Know Before Your Child s Third Birthday

EARLY CHILDHOOD TRANSITION GUIDEBOOK. What You Need to Know Before Your Child s Third Birthday EARLY CHILDHOOD TRANSITION GUIDEBOOK What You Need to Know Before Your Child s Third Birthday Early Childhood Transition Guidebook What You Need to Know Before Your Child s Third Birthday PACER Center

More information

New Jersey's Early Intervention System. Frequently Asked Questions. Self-Advocacy Series

New Jersey's Early Intervention System. Frequently Asked Questions. Self-Advocacy Series New Jersey's Early Intervention System Frequently Asked Questions Self-Advocacy Series New Jersey's Early Intervention System Frequently Asked Questions This advocacy guide is intended to assist and inform

More information

EAST QUOGUE UNION FREE SCHOOL DISTRICT PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER THE IDEA AND NEW YORK EDUCATION LAW ARTICLE 89 Policy 4321

EAST QUOGUE UNION FREE SCHOOL DISTRICT PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER THE IDEA AND NEW YORK EDUCATION LAW ARTICLE 89 Policy 4321 I. General The Board of Education shall make available a free appropriate public education to all students with disabilities who reside within the School District and are eligible for special education

More information

89.1115. Memorandum of Understanding Concerning Interagency Coordination of Special Education Services to Students with Disabilities in Residential

89.1115. Memorandum of Understanding Concerning Interagency Coordination of Special Education Services to Students with Disabilities in Residential 89.1115. Memorandum of Understanding Concerning Interagency Coordination of Special Education Services to Students with Disabilities in Residential Facilities. (a) (b) (c) Parties. The state agencies named

More information

SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN

SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN SECTION 0000 BOARD POLICY PHILOSOPHY-GOALS-OBJECTIVES BP 0430 AND COMPREHENSIVE PLANS SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN The Governing Board recognizes that, under Federal law, all individuals

More information

SPECIAL EDUCATION AND RELATED SERVICES

SPECIAL EDUCATION AND RELATED SERVICES i SPECIAL EDUCATION AND RELATED SERVICES Updated May 2008 i It is the policy of the South Dakota Department of Education, Office of Educational Services and Supports to provide services to all persons

More information

Notice of Special Education Procedural Safeguards for Students and Their Families

Notice of Special Education Procedural Safeguards for Students and Their Families Special Education A service, not a place. Notice of Special Education Procedural Safeguards for Students and Their Families Requirements under Part B of the Individuals with Disabilities Education Act,

More information

AUSTIN INDEPENDENT SCHOOL DISTRICT INTERNAL AUDIT DEPARTMENT SPECIAL EDUCATION AUDIT PROGRAM

AUSTIN INDEPENDENT SCHOOL DISTRICT INTERNAL AUDIT DEPARTMENT SPECIAL EDUCATION AUDIT PROGRAM SPECIAL EDUCATION GENERAL: Texas Administrative Code 89.1001 Special Education Services shall be provided to eligible students in accordance with all applicable federal law and regulations, state statutes,

More information

Chapter 3: Referral & Evaluation

Chapter 3: Referral & Evaluation 15 Chapter 3: Referral & Evaluation In this chapter you will: learn what date of referral means learn the timelines for the school to make a decision about conducting an evaluation see what areas or domains

More information

Chapter 108. Division For Early Childhood Intervention Services

Chapter 108. Division For Early Childhood Intervention Services Legend: Underlined text = Proposed new language Strikethrough = Current language proposed for deletion Regular print = Current language Chapter 108. Division For Early Childhood Intervention Services Subchapter

More information

Reevaluation Procedures for Students with Disabilities

Reevaluation Procedures for Students with Disabilities Reevaluation Procedures for Students with Disabilities BACKGROUND This is one of a series of technical assistance materials related to the final regulations implementing the 1997 Amendments to Part B and

More information

NEW MEXICO PRIMER ON SPECIAL EDUCATION IN CHARTER SCHOOLS: BACKGROUND SECTION

NEW MEXICO PRIMER ON SPECIAL EDUCATION IN CHARTER SCHOOLS: BACKGROUND SECTION NEW MEXICO PRIMER ON SPECIAL EDUCATION IN CHARTER SCHOOLS: BACKGROUND SECTION This section is divided into two parts: a discussion of the legal status of charter schools and their linkage to other local

More information

South Carolina Department of Education Office of Special Education Services Monitoring Overview and Rubric (MOR) for IEP Development

South Carolina Department of Education Office of Special Education Services Monitoring Overview and Rubric (MOR) for IEP Development South Carolina Department of Education Office of Special Education Services Monitoring Overview and Rubric (MOR) for IEP Development Item Inquiry Components and Corresponding IDEA Sections and Regulations

More information

NC General Statutes - Chapter 115C Article 9 1

NC General Statutes - Chapter 115C Article 9 1 Article 9. Education of Children With Disabilities. Part 1. State Policy. 115C-106: Repealed by Session Laws 2006-69, s. 1, effective from and after July 1, 2006. Part 1A. General Provisions. 115C-106.1.

More information

Parent s Guide to Special Education

Parent s Guide to Special Education Revised 2010 Parent s Guide to Special Education Virginia Department of Education Division of Special Education and Student Services Table of Contents Introduction....3 Understanding Special Education

More information

PART 226 SPECIAL EDUCATION SUBPART A: GENERAL

PART 226 SPECIAL EDUCATION SUBPART A: GENERAL ISBE 23 ILLINOIS ADMINISTRATIVE CODE 226 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : INSTRUCTION FOR SPECIFIC STUDENT POPULATIONS PART 226 SPECIAL EDUCATION

More information

Your Family s Special Education Rights

Your Family s Special Education Rights VIRGINIA DEPARTMENT OF EDUCATION DIVISION OF SPECIAL EDUCATION AND STUDENT SERVICES Your Family s Special Education Rights VIRGINIA PROCEDURAL SAFEGUARDS NOTICE SPECIAL EDUCATION PROCEDURAL SAFEGUARDS

More information

Department of Defense MANUAL. Implementation of Early Intervention and Special Education Services to Eligible DoD Dependents

Department of Defense MANUAL. Implementation of Early Intervention and Special Education Services to Eligible DoD Dependents Department of Defense MANUAL NUMBER 1342.12 June 17, 2015 USD(P&R) SUBJECT: Implementation of Early Intervention and Special Education Services to Eligible DoD Dependents References: See Enclosure 1 1.

More information

Chapter 6: Individualized Education Programs (IEPs)

Chapter 6: Individualized Education Programs (IEPs) 33 Chapter 6: Individualized Education Programs (IEPs) In this chapter you will: learn the parts of an IEP learn who is on an IEP team discover tips and things to remember when working on the IEP understand

More information

N.J.A.C. 6A:14, SPECIAL EDUCATION TABLE OF CONTENTS

N.J.A.C. 6A:14, SPECIAL EDUCATION TABLE OF CONTENTS N.J.A.C. 6A:14, SPECIAL EDUCATION TABLE OF CONTENTS SUBCHAPTER 1. GENERAL PROVISIONS 6A:14-1.1 General requirements 6A:14-1.2 District eligibility for assistance under IDEA Part B 6A:14-1.3 Definitions

More information

FLORIDA DEPARTMENT OF EDUCATION DIVISION OF K-12 PUBLIC SCHOOLS BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES.

FLORIDA DEPARTMENT OF EDUCATION DIVISION OF K-12 PUBLIC SCHOOLS BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES. Return Date: Return to: Administrator Bureau of Exceptional Education and Student Services ESE Program Administration and Quality Assurance 325 West Gaines Street, Suite 614 Tallahassee, Florida 32399-0400

More information

CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES

CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES It is the policy of YouthBuild Philadelphia Charter School that all students with disabilities,

More information

LOUISIANA DEPARTMENT OF EDUCATION SPECIAL SCHOOL PROGRAMS

LOUISIANA DEPARTMENT OF EDUCATION SPECIAL SCHOOL PROGRAMS PARENTAL NOTIFICATION LETTERS PRIOR WRITTEN NOTICE BY THE LOCAL SCHOOL SYSTEM http://www.doe.state.la.us 1-877-453-2721 Date: Contact Name: School: Telephone No.: To: To the Parent(s)/Guardian(s) of: Parents

More information

Chapter 89. Adaptations for Special Populations. Subchapter D. Special Education Services and Settings

Chapter 89. Adaptations for Special Populations. Subchapter D. Special Education Services and Settings Chapter 89. Adaptations for Special Populations Subchapter D. Special Education Services and Settings 89.61. Contracting for Residential Educational Placements for Students with Disabilities. Residential

More information

PROCEDURAL SAFEGUARDS:

PROCEDURAL SAFEGUARDS: PROCEDURAL SAFEGUARDS: HANDBOOK ON PARENTS RIGHTS SEPTEMBER 2008 Revised April 2009 PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education Department of Public Instruction :: Exceptional Children Division

More information

MONTANA S PART C WRITTEN NOTIFICATION FOR THE USE OF PRIVATE INSURANCE AND PUBLIC BENEFITS

MONTANA S PART C WRITTEN NOTIFICATION FOR THE USE OF PRIVATE INSURANCE AND PUBLIC BENEFITS MONTANA S PART C WRITTEN NOTIFICATION FOR THE USE OF PRIVATE INSURANCE AND PUBLIC BENEFITS A. General This is written notice to you of Montana s Part C program s financial policies that may impact the

More information

Special Education Program Plan Statement

Special Education Program Plan Statement In effect: January 1, 2001 Updated: November 2011 INTRODUCTION IDEA -2004 The federal special education law, the Individuals with Disabilities Education Act (IDEA), was reauthorized in December of 2004

More information

State Resource Guide New Mexico

State Resource Guide New Mexico Please Report Incorrect Information to healthcareservices@mdausa.org State Resource Guide New Mexico Last Updated: August 03, 2009 Table of Contents State Agencies and Organizations p.1-5 Organizations

More information

Lock in Your Team: The Role of the School Nurse in Special Education

Lock in Your Team: The Role of the School Nurse in Special Education Lock in Your Team: The Role of the School Nurse in Special Education 2009 National Alliance for Medicaid in Education Thursday, October 15, 10:45 AM 12:15 PM Derby Janet Lowe, LSN, CPN, MA Lock In : To

More information

The IEP Process: Frequently Asked Questions

The IEP Process: Frequently Asked Questions The IEP Process: Frequently Asked Questions A. DEVELOPMENT OF THE IEP February 2010 Developed for Rhode Island Department of Elementary and Secondary Education Deborah A. Gist Commissioner Rhode Island

More information

On Track: All Aboard for Developmental Progress

On Track: All Aboard for Developmental Progress Maryland s Early Care & Education Developmental Screening Program FAQs for Early Care & Education Providers What is developmental screening? Developmental screening is a brief method completed by a parent

More information