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Gads Hill Center staff provides support to families throughout the referral and evaluation process. If Early Intervention (EI) services are warranted, staff works in partnership with EI and families to implement an individualized family service plan (IFSP). For children ages three – five, referrals are made to the Local Education Agency. In Chicago, those referrals are made to Chicago Public Schools. Again, staff provides support to families throughout the referral and evaluation process. Once evaluation is complete and an Individual Education Plan (IEP) is issued, staff assists families to ensure the proper support services are received.
Referring Children to be Evaluated for Early Intervention and Chicago Public Schools
Children with Disabilities Referrals & Receiving Services Part 1
Teachers; support parents to complete the parent ASQ-SE2 and the ESI-R parent questionnaire in their home language; this applies to Center Base Program, Home Visiting Program, Family Support Specialist supports parents to complete the ASQ-SE2 and Home Visiting support parents to complete the home language questionnaire. Staff receives the training necessary to help parents understand questions and tally scores.
· Family Support Specialist uses the intake checklist to guide their conversation with parents to determine if the enrolling child already has an existing IFSP/IEP.
· If there is no evidence of a disability:
o Site Managers will place children in classrooms according to PIR age and use ASQ-SE2 and ESI-R information to distribute children between classrooms based on a predicted need for individual teacher assistance and the likelihood of being recommended for a referral.
o Parent ASQ-SE2 and ESI-R parent questionnaires are completed during the family's first 30 days visit of enrollment at home,
· If the child has an existing IEP:
o Family Support staff should provide a copy of the IEP to the Education Coordinator and Disabilities and Mental Health Manager. The Disabilities and Mental Health Manager will meet with the Education Manager, assigned Education Coordinator, classroom teacher, and mental health team to discuss potential modifications that should be made to meet the child's needs according to the modifications on IEP.
o Assigned Family Support Staff should work with parents to ensure the child receives uninterrupted services, including transportation (if applicable).
· If the child has an expired IFSP (HS):
o Family Support, an Infant and Toddler Specialist will immediately start the transition to Chicago Public Schools to ensure that the child receives IEP evaluation.
o Family Support staff will provide a copy of the IFSP to the Education and Disabilities Manager and Mental Health and Disabilities Manager. ED/DIS manager and Mental Health and Disabilities manager meet with the classroom team- and paraprofessional to discuss potential modifications to meet the needs of the child.
· If the child has a current IFSP (EHS/PI):
o Family Support staff will provide a copy of the IFSP to the Infant Toddler Specialist and Disabilities and Mental Health Manager. Infant Toddler Specialist and Disabilities and Mental Health Manager will meet with the classroom teacher and staff to discuss potential modifications that should be made to meet the needs of the child.
o Family Support Staff, Disabilities and Mental Health Manager, and Infant and Toddler Specialists work with parents to ensure the child continues receiving services.
Children with Disabilities Referrals & Receiving Services Part 2
The screenings used in our programs are as follows: ASQ: SE2, ASQ3, and ESI-P or ESI-K. The following steps will be followed for children that score refer on screenings.
Follow the steps below for all disabilities concerns:
· When children are screened, the assigned Education Coordinator or Infant Toddler Specialist must review the screening tool for children 0-5, to ensure proper administration, correct score, and valid refer scoring status, if applicable.
FSS staff and Education Coordinator/ Infant Toddler Specialist are contacted with the information for referral.
FSS and Education Coordinator/ Infant Toddler Specialist staff will update the referral status in the system (CARES/Early Bird and GHC Disabilities Tracking Sheet)and add all case notes.
Education Coordinator will create the CPS Referral Packet for children 3-5 and send it to the site manager for approval. Children 3-5 are referred to CPS and must complete a referral package. The package includes a checklist to assist the Education Coordinator with the items needed. When the parent agrees to the referral, it should be sent to the Mental Health and Disabilities Manager, who presents the referral packet to CPS.
· Teachers or Home Visitors with referrals for children 0-3 will contact the Infant Toddler Specialist with information related to the child’s referral.
All Children being referred must be indicated on the GHC internal Disabilities Tracking Sheet at the onset of the referral process the Disabilities and Mental Health Manager tracks all referrals through the Disabilities Tracking Sheet.
Gathering of Information
· Teachers or Home Visitors should compile copies of screenings and observations of the child for the SRT meeting and the IEP Packet. This includes and is not limited to: ASQ: SE 2 Parent and Teacher screening, ASQ: 3 for 0-3 and ESI- P or ESI-K for children 3-5, and antidotal or behavioral notes. FSS staff is contacted to provide hearing and vision results, physicals, birth certificates, or doctors’ statements if available.
· Classroom teachers and Home Visitors should follow up with the parent once home visits and parent-teacher conferences are complete pertaining to the child.
· Classroom teachers and Home Visitors should speak with parents and ask about the home life of the child. This is the opportunity to learn more about the child and if there are concerns with the parent. Please inquire if the parent has observed behaviors/traits at home
Procedure for Disabilities meetings
· FSS must notify the following staff for an Internal Staff Meeting: the participants are as follows; Mental Health and Disabilities Manager, Education Manager for children 3-5, Infant/Toddler Specialist for children 0-3, Site Manager, classroom Teacher or Home Visitor. During this notification, the date and time should be set and indicated in the Disabilities and Mental Health Tracker .
· Internal staff meetings must take place to outline the reason for additional support for the child. Participants for the internal staff meeting should be as follows: Classroom Disabilities and Mental Health Manager, classroom teacher, FSS, Site Manager, and Mental Health or Infant/Toddler specialist for children 0-3. The purpose of the internal meeting is to discuss the best method for obtaining support for the child, along with an overview of all notes pertaining to the referral.
· Screening Review Team (SRT) meeting will convene after the Internal staff meeting. SRT meetings will take place with the following: staff Classroom Teacher, Site Manager, Disabilities and Mental Health Manager for 3-5 or, Infant/Toddler Specialist and Home Visitor, and the parent for 0-3. The purpose of the SRT Meeting is to review with the parent the findings for additional support. Support needs can be based on and not limited to; a parent referral for a child, scoring referral on developmental screening, or a doctor's request for referral.
· Classroom teacher, site manager, Mental Health/Disabilities Manager for 3-5, Infant/Toddler Specialist for 0-3, and the home visitor will inform the parent with the FSS, that a meeting is needed to discuss additional support for the child. The parent will confirm with the FSS a meeting date. It is the responsibility of the FSS to inform the team of the meeting date and time.
· The parent should receive a written reminder notice confirming the date, time, and location for the SRT Meeting.
During the Meeting
Identifying the Concern
· Classroom Teacher, Site Manager, Mental Health/Disabilities Manager, or Infant/Toddler Specialist should open the meeting by sharing the reason for the concern:
o A score of “Refer” on a Developmental Screenings (ASQ: 3 Questionnaire for 0-3 or ESI-P or ESI-K for 3-5): The ASQ: 3 identifies additional support needs in the areas of communication, gross motor skills, fine motor skills, problem-solving, and personal-social skills. It is used to identify children that would benefit from in-depth evaluation for developmental delays. Review areas in which the child demonstrated the need for additional support with the parent and Infant/Toddler Specialist. The ESI-K or ESI-P are used to assess language, speech, fine motor and gross motor skills, cognition, and motor coordination. With Education Manager, review with parents the areas in which the child demonstrated the need for additional support.
o A score of “Refer” on a Social-Emotional Screening (ASQ-SE 2 – Parent and Teacher questionnaire is needed) For children that are 0-3, the screenings are needed if requested by Early Intervention CFC. Explain to the parent that the ASQ: SE 2 is used to assess children’s development in the area of Social and Emotional.
o Education Staff's Concerns or Parent Concern: Summarize the specific concerns (i.e., speech, fine/gross motor, social-emotional, etc.) that the teacher or parent has documented.
· The goal is to provide an overview of additional support needs that have triggered the need for a discussion. This initial overview should not provide so much information that parents may become overwhelmed or confused.
· Only use “layman’s terms” during the discussion. Explain any jargon (i.e. explain fine/gross motor skills, cognitive skills, etc.) and spell out any acronyms (i.e. Chicago Public Schools (CPS) or Early Screening Inventory (ESI-R) and explain why they are important)
· Always use the phrase, “Additional Support”. (ex. “Screening scores have suggested that your child may need additional support in the development area of _________). Parents often become worried and fearful when the word concern is mentioned.
· Classroom teacher, Site Manager, Education/Disabilities Manager, or Infant/Toddler Specialist and Home Visitors should ask questions. Listed below are EXAMPLES – every situation will be different:
o Do you understand what your child is trying to tell you at home? (Speech articulation concerns)
o How does your child express her needs? Does she point to items or does she ask for them? (Speech delay concerns)
o Does your child like to draw pictures at home? Are the pictures recognizable? (Fine motor concerns)
o Does your child listen to directions at home? Have you observed (concerning behavior) at home? How does he/she interact with siblings/cousins/other peers? (Social-emotional concerns)
· Keep notes on the issues that parents have observed. The goal is not to convince the parent that something is wrong, but instead to get a fuller picture of a child’s actions, behavior, and capabilities.
Education Staff’s Observations
· Classroom Teacher, Site Manager, or Home Visitor should provide or share additional insight into the concerns discussed in the classroom.
· Classroom Teacher, Site Manager, Education/Disabilities Manager, or Infant/Toddler Specialist and home visitors should address three specific topics:
o What occurred during the screening?
o How are the child's behavior and skill set? (Academics and following classroom routine).
o How do the observed concerns affect the child in the classroom? Are behavior problems preventing the child from learning? Do communication problems prevent the child from learning and interacting with peers?
Anecdotal Form dis.docxTeacher Report for CPS referral template 7.23.19.docxRecap of the Screening Review Team (SRT) Meeting
The goal of the SRT meeting is to provide the parent with the information needed to make an informed decision about consenting to or declining further evaluation. Remember that we are offering evaluation, not services.
· If the meeting has been triggered by a developmental screening or developmental concern:
o Provide the option for referral to Child and Family Connections/Early Intervention (EHS) or to Chicago Public Schools (HS)
o Discuss the process for evaluation. Explain that the child, if found eligible for services, can receive them while still enrolled in GHC programs. FSWs should explain their role in following up with the CFC/local school and accompanying parents during the process.
· If the meeting has been triggered by a social-emotional concern:
o Provide the option for individual observation by the mental health consultant.
o Explain the individual observation process (three observations followed by a feedback meeting).
o Explain to the parent that as a result of the process, the parent can seek a mental health evaluation from any mental health provider. The FSW will facilitate the process.
· If the parent accepts Provide a copy of the Rights and Responsibilities of Parents of Children with Disabilities. Explain that they may stop the process or decline any part of the process at any time.
o Explain that the child will not be labeled as a result of an evaluation. If the child does receive an IEP or IFSP, this will be re-evaluated annually.
o Allow the parent to sign the required consent and provide copies of all documents that they sign.
· If the parent declines Ask the parent to sign the decline form.
o Make sure that the parent understands that at any time the request for referral can be re-opened.
o Teachers and Home Visitors should provide activities and individualizations on the lesson plan.
o Refer to the Mental Health Department to provide any additional support.
If there are any questions about the process, please notify the Mental Health and Disabilities Manager, or Site Manager.
Head Start Parent Invitation Letter.pdfSRT Meeting Documents
Meeting-Training Register ds.docEnrolling Children with Existing Disabilities
Teachers support parents in completing the parent ASQ-SE2 and the ESI-R parent questionnaire in their home language. This applies to Center Base Program, for the Home Visiting Program Family Support Specialist support parent in completing the home language questionnaire. Staff receives the training necessary to help parents understand questions and tally scores.
Intake Specialist/Family Support Specialist uses the intake checklist to guide their conversation with parents to determine if the enrolling child already has an existing IFSP/IEP.
Family Support:
Family Support receives information collected by the intake department after determining eligibility.
If there is no evidence of a disability
Family Support will place children in classrooms according to PIR age and use ASQ-SE2 and ESI-R information to distribute children between classrooms based on the predicted need for individual teacher assistance and the likelihood of being recommended for a referral.
Parent ASQ-SE2 and ESI-R parent questionnaires are completed during enrollment and provided to classroom teachers.
If the child has an existing IEP:
Family Support provides a copy of the IEP to the Disabilities and Mental Health Manager. The education Manager will meet with the classroom team and mental health team to discuss potential modifications that should be made to meet the needs of the child according to the modifications on IEP.
Family Support works with parents to ensure that the child continues receiving services uninterrupted, including transportation (if applicable)
If the child has an expired IFSP (EHS) the FSS will work with the family to identify if a renewal (if eligible is needed) If a re-evaluation is needed the FSS will support the parent in contacting the Family Service Coordinator or initiate the referral process for Early Intervention.
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