MEMORANDUM OF UNDERSTANDING by Y4osNO4X

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                    New Jersey Disabilities Memorandum of Understanding



          NEW JERSEY DISABILITIES MEMORANDUM OF UNDERSTANDING
                                  AMONG
                  NEW JERSEY DEPARTMENT OF EDUCATION,
          NEW JERSEY DEPARTMENT OF HEALTH AND SENIOR SERVICES,
           REGION II ADMINISTRATION FOR CHILDREN AND FAMILIES
              NEW JERSEY HEAD START COLLABORATION PROJECT
                  REGION XII MIGRANT HEAD START BRANCH
                                   AND
                   NEW JERSEY HEAD START ASSOCIATION


SECTION 1: Purpose
This agreement replaces the Memorandum of Understanding (MOU) from 2001
while maintaining its spirit of encouraging collaboration among participating
agencies. It is expected that coordination of services will result in continuity of
services and will maximize resources for children with disabilities and their families,
from birth through five years of age, utilizing a variety of options and settings.

The purpose of this Memorandum of Understanding                  (MOU) is to facilitate
cooperation, support, and coordination among the following: (1) Local Education
Agencies (LEA’s), (2) Regional Early Intervention Collaboratives (REIC’s), (3) New
Jersey Early Intervention Service Coordination Units (SCUs), Special Child Health
Services-Case Management Units (SCHS-CMU’s), (4) Early Intervention Program
Providers (EIPs) and, (5) Head Start1, in their respective efforts to maximize
resources to serve children with developmental delays and disabilities, birth through
five years of age, and their families throughout New Jersey. Participants from all
agencies2 involved in this agreement will be invited to meetings that affect services
for children with disabilities from birth through five years of age.

All of the agencies involved are mandated to serve children with developmental
delays/disabilities. This shared mandate provides an opportunity for:

         the formation of partnerships;
         coordination of services;
         maximizing the use of resources;
         specifying roles and responsibilities of participating agencies; and
         providing reciprocal opportunities for professional development of staff and

1
 In this agreement, the term “Head Start” is used to refer to Early Head Start, Head Start and the
Migrant Head Start programs as well as the Region II and XII Head Start Technical Assistance and the
New Jersey Head Start Association.
2
    In this agreement, the term agencies is used to refer to all parties

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      parents


FEDERAL STATUTES AND REGULATIONS:

The federal status and regulations provide: (1) requirements for interagency
agreements found in regulations under the Individuals with Disabilities Education
Act (IDEA), Parts B and C (20 U.S. 1400 et. seq.), related to state agreements, and
(2) requirements for interagency to state agreements, and (2) requirements for
interagency agreements found in Head Start Program Performance Standards on
Services to Children with Disabilities of 1993 (45 CFR 1308) related to local
agreements and in Head Start Program Performance Standards of 1996 (45 CFR
1304) related to community partnerships; and Interagency Agreement is a
mechanism for the signing agencies to ensure their local counterparts meet their
statutory requirements under a number of federal regulations including the
Individuals with Disabilities Education Action (IDEA), Part B, Head Start Program
Performance Standards on Services for Children with Disabilities, 45 CFR Parts
1304, 1305, and 1308; and Head Start Act, Section 640 Subsection (7) (d)(1).

ANTICIPATED RESULTS

It is agreed that the benefits from cooperation among partners include the
following:

Improved access to the systems for families and their children who will be recipients
of services and identification of children who will be eligible for services under the
Individuals with Disabilities Education Act (IDEA) and the McKinney- Vento
Homeless Assistance Act.

Clarification of the mandated responsibilities of all partners, i.e., New Jersey
Department of Education (Local Education Agencies), Department of Health and
Senior Services (Early Intervention System), and the Administration for Children
and Families (Head Start).

Identification of shared responsibilities so that local education agencies, early
intervention provider agencies, and Head Start agencies can develop joint
operational strategies for the promotion of inclusive services for families and their
children with disabilities from birth to five in the least restrictive
environment/natural environment, as applicable.

Dissemination of information from the Head Start Act to assure that not less than
10% of the total number of children actually enrolled by each Head Start agency
will be children with disabilities who are determined to be eligible for special
education and related services, or early intervention services, as appropriate, as
determined under the Individuals with Disabilities Education Act (IDEA), by the
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State or local agency providing services under section 619 or Part C of IDEA.

Increased availability, ease, and satisfaction in accessing a full range of appropriate
services and supports for children and families

Maximum utilization of funds and resources to prevent duplication of services

Increased training and technical assistance to all local agencies to increase
staff/parent knowledge and understanding of national, state and local goals and
policies regarding services and responsibilities for children with developmental
delays/disabilities

Increased opportunities for staff from local school districts, early intervention
agencies and local Head Start programs, to meet together to discuss mutual
accomplishments and concerns, mandated responsibilities and available services.

Increased availability of professionals familiar with the linguistic and cultural
background of families of children with disabilities that will ensure that parents
receive information in their preferred language and/or other mode of
communication

Agencies will recognize the significance that language and culture play in people’s
lives and reflect sensitivity to the languages and cultures of all participants in all
interactions. Cultural responsiveness shall be enhanced through capacity building in
all aspects of service delivery including child find, public awareness, policy
development, professional development, child and family evaluation/assessment
and ongoing service provision.

The agencies will seek to improve the systems that identify children who are in
need, and facilitate communication as well as the coordination of planning and
service delivery. This agreement provides guidance for implementation as well as a
framework for the development of local collaborative agreements.




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SECTION 2: Early Head Start and Early Intervention
New Jersey Department of Education, New Jersey Department of Health and Senior
Services, and Administration for Children and Families will work collaboratively to
encourage the development of local agreements.

The following shared responsibilities are suggested to be addressed within local
agreements among local education agencies (LEA’s), early intervention programs,
county EI Service coordination unit and Head Start. Local agreements developed may
be between two partner agencies or multiple agencies.

An agreement with an early intervention agency would consider the following:

CHILD FIND
The agencies agree to actively disseminate information to the community on the
means to access and obtain services that are available to families and their children
with disabilities from birth to three years of age throughout New Jersey. In
communities in which large numbers of families speak a language other than
English, every effort should be made by agencies to provide information in their
preferred language and/or other mode of communication.



FAMILY/PARENT INVOLVEMENT
Local agreements must recognize that the parent is the child’s first and most
significant teacher and affirm and value the parent’s role as an equal partner on
their child’s team. The agencies should promote the development and dissemination
of information for parents and local agencies that will support partnerships in the
process of planning, decision making, documentation and provision of services for
their children.


REFERRAL
A family or agency can access information about early intervention resources and
services and/or refer a child under the age 3 by contacting 888-653-4463.

The Department of Health and Senior Services has established procedures for use
by primary referral sources for referring a child to the system point of entry for
early intervention services. Primary referral sources include: hospitals, physicians,
parents, child care programs, local educational agencies, public health facilities,
other social service agencies, and other health care providers.

      Primary referral sources in New Jersey must:
      • Maintain written documentation that supports the parent's permission to

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refer, the parent's request that a referral not be made, or the parent's request to
extend the timeline for referral beyond two days;
       • Explain those services which would be available if the referral were made
and the consequences of not accessing those services through the referral process,
and state that referral does not commit the parent to participate in the early
intervention system (parent consent is required for evaluation and assessment);
and
       • Maintain follow-up contacts with those families who initially request a
referral not be made.

Early Head Start grantees, with parental consent, can share the results of
screenings with early intervention providers to facilitate the referral and evaluation
process.

All agencies will recognize the importance of identifying all eligible children with
disabilities so that they may receive appropriate early intervention services in the
natural environment.


EVALUATION
For children under three, the family is referred to the system point of entry where a
service coordinator is assigned and will arrange the evaluation for the child within
45 days from date of referral. The service coordinator shall assist families through
this process. Head Start, with written parental consent, will provide a copy of
available pertinent information to the child’s service coordinator. After the
evaluation is completed, the service coordinator will ensure that Head Start receives
reports, with parental consent.


ELIGIBILITY
For children under three, demonstrated developmental delays of 25% to 33%, or a
diagnosed physical or mental condition that has a high probability of resulting in
developmental delays determine eligibility.

For children turning three, referrals can be directed to the LEA 120 days prior to
their third birthday.


INDIVIDUAL FAMILY SERVICE PLAN (IFSP) DEVELOPMENT AND IMPLEMENTATION
For children under three, if determined eligible, an ongoing Early Intervention
Service Coordinator at the designated SCU will facilitate a family information
meeting and initial IFSP meeting. This meeting shall be held within 45 calendar
days of the referral date. Results of evaluations and assessments will be reviewed,
and the child and family concerns, priorities, and resources will be considered in the
development the IFSP.

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The plan identifies services and resources needed to address the outcomes. Since
Free Appropriate Public Education (FAPE) does not apply to children from birth to
three in New Jersey, the IFSP specifies payer for services. Families with adjusted
incomes up to 300% of the federal poverty level do not have a cost share for EI
services.

If the child is enrolled in Head Start, the child’s Head Start regular education
teacher may be a member of the IFSP team with the consent of the parent, along
with the appropriate early intervention practitioners.

For the child under three, early intervention services shall be provided in the natural
environment as specified by Part C of IDEA unless it is determined that the
outcomes cannot be successfully achieved in the natural environment. Natural
environments are those settings where young children without disabilities are
typically found, such as home, child care and other early childhood programs, etc.

 TRANSITION
When a child with a disability and/or development delay and his/her family
transitions from the NJ Early Intervention System/Early Head Start to preschool; a
transition conference is scheduled by the service coordinator with parent consent.
Parents will be informed of the inclusive services available through Head Start, and,
if the parents wish to consider enrollment in Head Start, the Disabilities Services
Manager will, with parent consent, be invited to the transition planning conference.
Specialists who have worked with the child, the parent, the Early Head Start staff
come together with the CST representative and the Head Start Disabilities Services
Manager to plan continuation of services for the child and family.


RESOURCE SHARING
Since all agencies recognize their shared responsibility to ensure that jointly served
eligible children with disabilities receive the services for which they are entitled
under IDEA and the Head Start Regulations, technical assistance will also be a joint
responsibility. As appropriate, training opportunities will be shared so that all
programs staff will have the opportunity to participate in joint workshops and share
pre-service/in-service training and technical assistance on a variety of topics (i.e.,
curriculum, inclusion, collaboration).


All agencies also realize their shared responsibility in assisting parents in obtaining
information on child development, understanding the special needs of their child
and, accessing needed community resources for their child. The Service
Coordinator in EI, the Case Manager in the School Districts and Disabilities Services
Specialist/Manager in Head Start work in partnership in this effort and encourage
parents to participate in Regional, State and local training and technical assistance
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activities offered. The Department of Education, New Jersey Head Start/Early Head
Start Training and Technical Assistance Office and the New Jersey Head Start
Association will support and facilitate the development of collaborative training
events.

CONFIDENTIALITY
Confidentiality of information is required for the protection of children and families.
In recognition of the right of families to restrict access to personal information,
written parental consent must be obtained by agencies, prior to any exchange of
personally identifiable information regarding individual children. Local agencies must
follow established administrative practices and procedures to ensure confidentiality
of personally identifiable data, information or records pertaining to a child with a
disability and his/her family. Clear explanations of these procedures and policies
should be given to parents.



Local MOUs should take into account:

      Specific communication procedures on how agencies can share information
       about their eligibility criteria and refer/identify children and families across
       programs
      How the parent(s) will be informed about the screening and assessment
       process prior to signing the consent as well as results of the evaluations by
       all agencies
      How the parents will actively participate in the IFSP meeting
      How Family Rights will be shared with the parent/ caregiver in the primary
       language
      Administrative practices and procedures to ensure confidentiality of
       personally identifiable data, information or records pertaining to a child with a
       disability and his/her family (Informed consent forms expire after one year)
      The development and dissemination of information for parents and local
       agencies that will support partnerships in the process of planning, decision
       making, documentation and provision of services for their children
      Transition planning for preschool
      Specific opportunities for joint training for staff and parents in the areas of
       availability of early childhood special education services and local resources,
       parenting, disabilities, behavior management, etc




       Statutes and Regulations:
           Review NJAC 6A: 32 School District Operations, 6A:14 Special
             Education, 6A:13 Elements of High Quality Preschool Programs
           N.J.A.C. 8:17 NJEIS Rules                                                  7
           Review Head Start Act
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SECTION 3: Head Start and Local Education Agencies

An agreement with a local educational agency would consider the following:

FAMILY/PARENT INVOLVEMENT
Local agreements should recognize that the parent is the child’s first and most
significant teacher and affirm and value the parent’s role as a partner on their
child’s team. The agencies should promote the development and dissemination of
information for parents and local agencies that will support partnerships in the
process of planning, decision making, documentation and provision of services for
their children.

CHILD FIND
The agencies agree to actively disseminate information to the community on the
means to access and obtain services that are available to families and their children
with developmental delays/disabilities from birth through five years of age
throughout New Jersey. In communities in which large numbers of families speak a
language other than English, every effort should be made by agencies to provide
information in their primary language and/or other mode of communication.

  Points to consider:
      Include the minimal number (10%) of children the grantee is
         required to count as a child with a disability
      Include specific communication procedures on how agencies can
         share information about their individual eligibility criteria and refer
         children and families across programs




SCREENING
The Head Start Performance Standards specify that screenings must occur within 45
calendar days of the child’s first day, following age appropriate, culturally and
linguistically sensitive procedures. For migrant programs, screenings must occur
within 30 days. As a commitment to Child Find and early identification, local
agencies are encouraged to explore ways of coordinating these screenings with
Head Start.

Screening results will be shared with parents in their primary language or mode of
communication.

Parents whose children are suspected of having a disability or developmental delay
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meeting IDEA eligibility criteria as determined by screenings, teacher observation
and classroom interventions, parental concern, and/or other available information,
will be provided with information on how to refer a child for support through the
local educational agency’s preschool intervention and support team and how to
access special education and related services.

Head Start can share the results of these screenings with local education agencies
and early intervention providers, with parental consent, to facilitate the referral and
evaluation process.


PRE-REFERRAL
A Referral to a District’s Preschool Intervention and Referral Team (PIRT)

Head Start programs collaborating with local school districts for preschool programs
need to share responsibility to jointly ensure that Head Start preschoolers exhibiting
persistent behavior or learning challenges receive necessary supports for success in
the general education classrooms. Head Start personnel such as the Disabilities
Coordinators and/or the Mental Health Coordinators need to collaborate with the
local school districts Preschool Intervention and Referral Teams (PIRT) to avoid
duplication of services. The PIRT is not a function of the district office of special
education but instead supports children with persistent learning or behavioral
challenges without IEPs in the general education classroom. The PIRT is intended
to decrease unnecessary referrals to special education


REFERRAL FOR SPECIAL EDUCATION AND RELATED SERVICES
 For children three to five, based on the results of the screenings, teacher
observation, parental concern, and/or other available information, children can be
referred to the Child Study Team for evaluation. Head Start will provide pertinent
information on health/developmental screening and assessments and/or evaluation
that may be shared with the CST for the purpose of the Identification Meeting.
Head Start medical records will be made available, with written parental consent, as
part of the Identification Meeting. The parent and members of the CST will
determine if the child is potentially eligible for special education and related
services.

All agencies will consider the referral of an enrolled child and his/her family as a
request for needing additional services. Therefore all agencies have a responsibility
to share information and make referrals for all available services that may be
related to the child and family’s needs. Parents shall be actively involved in and
informed of all aspects of the referral process as well as of all known options. As
part of the referral process, parents will be informed of their rights and those of
their children, including the right to verbal and written information in their primary
language or other mode of communication as well as their right to actively
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participate in all decision making in the initiation of a referral.

All agencies will recognize the importance of identifying all eligible children with
developmental delays/disabilities so that they may receive appropriate early
intervention or special education/related services in the Least Restrictive
Environment (LRE).


EVALUATION
For children three to five, if a child is found to be eligible for special education
services at the Identification meeting, an evaluation plan will be developed.
Evaluations on the plan will be completed within ninety days of parental consent.
Evaluation will be conducted in the child’s primary language. Head Start staff will
assist the LEA in identifying individuals to conduct evaluations in the child’s primary
language and/or assist in providing individuals as translators in evaluations when
requested. All communication with the family will also be done in their preferred
language or mode of communication. The LEA is responsible for obtaining
translators and/or individuals to conduct evaluations in the primary language. Head
Start can assist with this process if necessary.

After the evaluation is completed, the CST Case Manager and the Head Start
Disability Manager will ensure that Head Start receives evaluation reports.


For children, age three to five, when the comprehensive evaluation of a preschool
child is completed by the multidisciplinary team, an Eligibility Meeting is held. A
copy of the evaluation report(s) and documentation and information that will be
used for a determination of eligibility shall be given to the parent not less than 10
calendar days prior to the meeting.
If the Head Start teacher is the child’s regular education teacher, the Head Start
teacher should be invited along with other persons invited by the parent. The Head
Start teacher participates as the regular education teacher at all the meetings.

ELIGIBILITY
The determination of eligibility will be made collaboratively by participants.
"Preschool child with a disability" corresponds to preschool handicapped and means
a child between the ages of three and five experiencing developmental delay, as
measured by appropriate diagnostic instruments and procedures, in one or more of
the areas in (c)10i through v below, and requires special education and related
services. When utilizing a standardized assessment or criterion-referenced measure
to determine eligibility, a developmental delay shall mean a 33 percent delay in one
developmental area, or a 25 percent delay in two or more developmental areas.
i. Physical, including gross motor, fine motor and sensory (vision and hearing);
ii. Cognitive;
iii. Communication;
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iv. Social and emotional; and
v. Adaptive.

INDIVIDUALIZED EDUCATION PROGRAM (IEP) DEVELOPMENT AND
IMPLEMENTATION
For children three to five, the IEP shall be developed at a meeting within 30
calendar days of the determination of eligibility for special education and related
services.

At the IEP meeting of children enrolled in Head Start, the child’s Head Start regular
education teacher will be a member of the team, along with the appropriate
professionals, specialists, and special education teacher. In addition to the
specialists’ assessments of the child’s strengths and needs, the parents’ knowledge
of the child’s achievements, interests, and potential shall be reflected in the plan.


 The IEP team, including the parent(s), will determine the most appropriate
placement for the child in light of the evaluation results, the child's goals and
objectives, and the LRE requirements as mandated in IDEA-Part B . The first
consideration must be inclusion in a general education setting with non-disabled
peers.

All professionals present at the IEP meeting shall recognize the leadership role of
parents in the development of plans related to expectations for the child as written
in goals and objectives.


TRANSFER CHILDREN
For children transferring to New Jersey with an IFSP or IEP from other states, the EI
team or the CST, as appropriate to the age of the child, will review records
recognizing that time is of the essence. If Head Start has knowledge of the child’s
anticipated move from another state, records will be shared prior to the child’s
entry, with parental consent. Once eligibility is established, consideration will be
given to providing as much continuity of services as specified in the original
IFSP/IEP, as possible.


SERVICE DELIVERY
For the child three to five, all special services shall be provided in the LRE unless it
is determined that this cannot be successfully accomplished in the LRE. All special
services should be provided in the child’s current placement as a first option.

In order to comply with IDEA, special education will be provided in an inclusive
setting whenever determined appropriate for the individual child. Head Start
centers may be considered appropriate settings for inclusion pursuant to the New
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Jersey Administrative Code; Chapter 14 specifies that a child with a diagnosed
disability may be placed in an early childhood program operated by an agency other
than a board of education. Services or program will be determined by the child's
IFSP/IEP, which may include educators or specialists, e.g. special education
teacher, speech therapists, occupational therapists, physical therapists, counselors,
etc.

Head Start teachers will implement modifications to classroom activities that will
reflect the goals and objectives of the IEP as well as incorporate goals into
individualized lesson plans. In those situations in which children attend part time
special education programs in self-contained classes and part time Head Start
programs, meetings as determined by the child’s IEP, will be held periodically
between special services staff, Head Start staff, and parents to ensure coordination
and integration of services. The IEP team may consider the role of the special
education teacher in provision of special services in the Head Start classroom. The
IEP team may consider how communication among staff will occur to achieve
reinforcement of shared goals and how communication will occur among team
members on the child’s accomplishments in response to significant strategies.

Transportation services will be determined by the child's IEP. When Head Start is
specified on the IEP as an appropriate placement, transportation, as a related
service, will be discussed at the IEP meeting. For children who do not reside in the
Head Start transportation areas, and whenever special circumstances are present,
transportation, as a related service will be discussed at the IEP meeting.
Transportation will be provided if it is needed for the child to benefit from a free,
appropriate public education.


TRANSITION
When a child with a disability and his/her family transition from preschool to
kindergarten, the CST convenes an identification meeting of specialists, the family,
the regular Head Start teacher, and the prospective kindergarten teacher, if
possible. At this meeting, the results of the re-evaluation plan are reviewed and
the plan for the following year is developed.

With informed, written parental consent, children’s records can be shared with the
receiving program. Based on a review of records, the IFSP or the IEP, parental and
teacher information, as well as current evaluation reports, decisions regarding
future services will be jointly made at the transition meeting.


RESOURCE SHARING
Since all agencies recognize their shared responsibility to ensure that jointly served
eligible children with disabilities receive the services for which they are entitled
under IDEA and the Head Start Regulations, technical assistance will also be a joint
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responsibility. As appropriate, training opportunities will be shared so that all
programs staff will have the opportunity to participate in joint workshops and share
pre-service/in-service training and technical assistance on a variety of topics (i.e.,
curriculum, inclusion, collaboration).

All agencies also realize their shared responsibility in assisting parents in obtaining
information on child development, understanding the special needs of their child
and, accessing needed community resources for their child. The Service
Coordinator in EI, the Case Manager in the School Districts and Disabilities Services
Specialist/Manager in Head Start work in partnership in this effort and encourage
parents to participate in Regional, State and local training and technical assistance
activities offered. Each agency will support and facilitate the development of
collaborative training events.


  CONFIDENTIALITY
Confidentiality of information is required for the protection of children and families.
In recognition of the right of families to restrict access to personal information,
written parental consent must be obtained by agencies, prior to any exchange of
personally identifiable information regarding individual children. Local agencies must
follow established administrative practices and procedures to ensure confidentiality
of personally identifiable data, information or records pertaining to a child with a
disability and his/her family. Clear explanations of these procedures and policies
should be given to parents.




  Points to consider:
      Review NJAC 6A: 32 School District Operations, 6A:14 Special
         Education, 6A:13 Elements of High Quality Preschool Programs
      N.J.A.C. 8:17 NJEIS Rules
      Review Head Start Act                                                          13
      Include that consents expire after one year
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AGREEMENT REVIEW
All collaborative policies and activities are dependent upon Federal and State
legislation and will be reviewed periodically. This memorandum may be amended at
any time based on mutual agreement of the signing parties or may be terminated
by either party upon thirty days written notice. All agencies will review and update
local agreements on an annual basis.




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APPENDIX I

DEFINITIONS

Preschool disabled corresponds to preschool handicapped and means an identified
disabling condition and/or a measurable developmental impairment which occurs in
children between the ages of three and five years and requires special education
and related services.

Special education refers to specially designed instruction, at no cost to parents or
guardians, to meet the unique needs of a child with a disability. These services
include classroom or home-based instruction, instruction in hospitals and
institutions, and specially designed physical education if necessary.

Children with disabilities are children with mental retardation, hearing impairments
including deafness, speech or language impairments, visual impairments including
blindness, serious emotional disturbance, orthopedic impairments, autism,
traumatic brain injury, other health impairments or specific learning disabilities; and
who, by reason thereof need special education and related services.

The term children with disabilities for children aged 3 to 5, inclusive, may at a
State’s discretion, include children experiencing developmental delays, as defined
by the State and as measured by appropriate diagnostic instruments and
procedures, in one of more of the following areas: physical development, cognitive
development, communication development, social or emotional development, or
adaptive development; and who, by reason thereof need special education and
related services.

Child Study Team is an interdisciplinary group of appropriately certified persons who
shall evaluate and participate in the determination of eligibility of pupils for special
education and/or related services. For pupils ages three to five, the child study
team shall include a speech correctionist or speech/language specialist in addition to
the school psychologist, a learning disabilities teacher/consultant and school social
worker.

Confidentiality means that access to information on children with disabilities is
restricted and public labeling of child is avoided.

Eligibility criteria iscriteria are criteria for determining that a child enrolled in Head
Start requires special education and related services because of a disability.

Individuals with Disabilities Education Act is a federal law that was passed in 1991
and reauthorized in 1997. This law reauthorizes and amends the Education for All
Handicapped Children Act(Act (PL94-142).

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Individualized Education Program is a written plan for children over three years of
age, who are diagnosed with a disability. The IEP is developed at a meeting by
parents and professionals, and sets forth goals and measurable objectives and
describes an integrated, sequential program of individually designed educational
activities and/or related services necessary to achieve the stated goals and
objectives. This plan establishes the rationale for the pupil’s educational placement,
serves as the basis for program implementation, and complies with the mandates of
the public agency responsible for providing free appropriate public education for
children found eligible.

Individualized Family Services Plan is a written plan for children from birth to three,
who are diagnosed with a disability. The IFSP is developed by the parent and a
team of professionals and identifies goals and measurable objectives that
determine the specific services required.

Least Restrictive Environment is defined as the placement of children with
disabilities in settings with children without diagnosed disabilities so that the child
with a disability can participate with nondisabled children to the maximum extent
appropriate, as a part of the full continuum of services which are required by the
child. (seeSee Appendix III—Memorandum dated May 24, 1999 from Barbara
Gantwerk, Director, Office of Special Education Programs in which IDEA
requirement re: LRE is explained).

Natural Learning Environments are defined as the places where children experience
everyday, typically occurring learning opportunities that promote and enhance
behavioral and developmental competencies.

Screening, the first step in the Head Start assessment process, consists of
standardized health screening and developmental screening which includes speech,
hearing and vision. It is a brief process, which can be repeated, and is never used
to determine that a child has a disability. It only indicates that a child may need
further evaluation to determine whether the child has a disability and must take
place within 45 days of the child’s entry into the program.

Developmental Screening is a brief check which provides information in three major
developmental areas: visual/motor, language and cognition, and gross motor/body
awareness for
use along with observation data, parent reports and home visit information.
Standardized developmental screening instruments are used.




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APPENDIX II

Resources


Head Start Program Performance Standards CFR 1304

Head Start Program Performance Standards CFR 1305

Head Start Program Performance Standards CFR 1308

New Jersey Administrative Code, Title 6A, Chapter 14

New Jersey Administrative Code, Title 8, Chapter 17




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                                       DRAFT
               New Jersey Disabilities Memorandum of Understanding


APPENDIX III

Memo dated May 24, 1999 from Barbara Gantwerk, Director, Office of Special
Education to Chief School Administrator, et al.




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