4/10/2014
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Head Start/Early Head Start is a federally funded program that serves
low-income children, birth to five, and their families. Early Head Start also
serves pregnant women. Children receive early childhood education
that’s prepares them to enter school and succeed.
Program Options meet EHS/HS Performance Standards that include:
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April 12, 2014
8th Annual Tools for Transformation Conference and Resource Fair
Los Angeles, California
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Head Start provides:
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Oftentimes, parents/family members are the first to notice possible issues in their child’s
development;
Parents can share child development information with physicians, clinics, social worker,
pre-school staff and/or or others to help identify concerns as early as possible; this is
very important for school readiness;
The Critical Role of Parents in Diagnosis/Assessment
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Diagnosis v. Determining Eligibility for EI or SPED
Assessment:
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Assessment categories for young children: global screening, adaptive behavior/social emotional,
cognitive, communication, motor/sensory, family and pre-academic
Parents know their child; professionals will need your help and cooperation in gathering as much
information as they can during screening & assessment; activities can include
arranging/scheduling appointments, observation, completing interviews/surveys/questionnaires,
etc.;
Parent consent for screenings and formal assessment is required by the law;
Standard screening for infants, toddlers and young children include hearing, vision, and dental in
EHS/HS; it also includes information obtained through ASQ-3, ASQ-SE and other tools;
Based on these screenings, infants, toddlers and young children may be referred for additional
assessment(s);
Once multi-disciplianry assessment is completed, your child’s team (defined by law which must
include the parent) will come together to decide if your child meets eligibility criteria
If your child meets criteria and the parent approves of the assessment and the team decision,
then your child may qualify for early intervention or special education services.
IDEA federal legislation defines the term “child with a
disability”; California further defines the categories as (for
birth-22 years old individuals):
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environment, both indoors and outdoors
Nutritious meals
Developmental, behavioral and sensory
(hearing/vision) screenings and referrals at no
cost to the parent
Free Parenting classes and groups
EHS/HS services children with special needs; we
set aside at least least 10% of funded slots for
children with disabilities.
The Critical Role of Parents in Early Identification
We partner with LACOE State Preschool to provide full day services to
children.
LACOE is a federal grantee for EHS/HS in Los Angeles County
› Services for children with special needs
› A variety of educational activities in a safe
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Half-day sessions provided by all agencies
Full-day and full –year programs offered by selected agencies
Center-based programs-services are provided in a classroom setting
Home-based programs-services are provided through intensive work with the child’s
parents and family primarily in the home
Combination programs-services are provided by family child care provides in a
home environment
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Intellectual disabilities
Speech or language impairment
Visual impairment
Emotional disturbance
Orthopedic impairment
Other health impairment
Specific learning disability
Deafness
Hard of hearing
Deaf-blindness
Multiple disabilities
Autism
Traumatic brain injury
Triggers vary according to concerns identified by parents and/or health/clinical
professionals; red flags are based on child’s social, psychological, cognitive and
physical development; examples include:
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Fails to point or look when others point out an object
Can't maintain good eye contact
Makes little attempt to communicate
Develops language and then stops talking
Doesn't exhibit pretend play by 18 months
Doesn't react to sudden loud noises
Doesn't turn his head toward you when you speak
Doesn't coo or babble by 6 months of age
Is slow to develop language
One eye drifts in a different direction
Poor hand-eye coordination
Pronunciation problems
Difficulty learning new facts or skills
Difficulty linking letter combinations with sounds
Consistently mixing up letters and words when reading or writing (using "b" for "d" or "tack" for "cat," for
example)
Short attention span
Difficulty following directions
Poor grasp of a pen or pencil
Poor physical coordination, prone to bumping into things and falling down
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4/10/2014
Frontline
staff at
HS/EHS
DISABILITY
SERVICES
• Parent contact-concern identified or confirms child has an inactive or current IEP or IFSP
• EHS/HS frontline staff–concern identified
• Referral/Follow-up to EHS/HS Disability Services Coordinator
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• Receives referral form/begins the early intervention or special education eligibility
determination process within timelines and begins tracking
•IEP/IFSP implementation/inclusion for children entering program option with IEP or IFSP AND/OR
•EHS/HS Disability Services Coordinator assists parent with:
•Sharing early intervention or special education procedures information and assists in obtaining signed parent
consent
•Sharing information regarding assessment (educational, developmental etc. with LEA or RC)
REGIONAL
•Scheduling & attending IEP/IFSP Team meeting
CENTER AND/OR
•Child qualifies or DNQ
LEA & EHS/HS
•Initial or Annual IEP/IFSP developed
Collaboration
•Signed parent consent or rejection
•Implementation of IEP or IFSP/disabilities services tracking
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Determining eligibility for EI services for children ages birth-3within 45-days the regional center will do the following :
› Assign a service coordinator to assist the family through
evaluation and assessment procedures.
› Parental consent for evaluation is obtained.
› Schedule and complete evaluations and assessments of
the child's development.
› If an infant or toddler is eligible for early intervention
services, an Individual Family Service Plan (IFSP) will be
developed that addresses the strengths, and needs of the
infant or toddler, parental concerns, and early
intervention services.
› Identify early intervention services that are provided in the
family home or other community settings.
In collaboration with the parent, the IEP
Team will determine the least restrictive
placement. Program options include:
› Receive services at home
 Home-based
› Receive services in a pre-school setting
 Center-based (full inclusion)
 Special Day Class (special education)
 Combination
 **Special note on Extended School Year-your child
may continue to get the support he/she needs
over summer break
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SET THE STAGE FOR SUCCESS: Our value system of inclusionall children with special needs (with or without an IEP/IFSP)
are welcome and thrive in EHS/HS;
We understand that for some parents this may be the first
time they hear or acknowledge their child may have
developmental delay(s);
Use people-first language-”child with autism rather than
autistic child” for all persons living with disabilities;
We encourage ongoing and meaningful collaboration
and information sharing throughout the identification ,
assessment and eligibility determination process;
We acknowledge some parents, and professionals may
have apprehension about systems and barriers to services;
and,
We embrace a strength-based and family-directed
approach to early childhood development.
Call 1-877-PRE-K-KID (1-877-773-5542)
 Free information brochures can be
obtained at our exhibit booth/table
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