Serving Vermont’s Young Children with Special Needs and their Families

What? CAPTA

Approaches to Intervention Specific therapies and Focus Intervention DAP and interactions matched to child’s functional developmental levels and individual differences High Quality Supportive Environments Protective, stable, secure relationships

Protective, Stable, Secure Relationships The foundation of the intervention pyramid include: All children require ongoing and consistent relationships for emotional and cognitive competency Responsive care giving relationships Formation of ongoing, nurturing trusting, relationships with consistent caregivers Engaging interactions

High Quality Supportive Environments Natural environments (home or community-based settings) Universal Design Physical protection and an ongoing sense of security Developmentally appropriate responsive and predictable environment Warm loving nurturing environment Developmentally supportive relationships and family patterns

Developmentally Appropriate Practices and Interactions Interactions adapted to child’s individual differences and developmental needs DAP opportunities are matched to child’s functional developmental levels and individual differences Social and learning interactions are guided Attention, relating to others, two-way communication Sustained engagement with people, materials, and environment

Specific Therapies and Focus Interventions Includes but not limited to: specialized instruction speech and language therapy occupational therapy physical therapy early intervention ABA, DIR, TEACHH, PECS, DTL, ETC sensory integration biomedical approaches

What is required under Part C and Part B of the act for young children with special needs? Individuals with Disabilities Education Improvement Act (IDEA) 2004

Part C Birth up to 3 years of age

Individuals with Disabilities Education Improvement Act (IDEA) 2004 Part B 3 through 21 years of age

Vermont’s Part C Program Family Infant Toddler Program (FITP) Birth to 3

Family Infant Toddler Program Birth to 3 FITP FITP Regional Host Agency

Child Find Requirement School districts have the ultimate responsibility to locate, identify, and evaluate children (birth through 21) with suspected disabilities. Public awareness activities may include: Use of media such as advertisements placed in newspaper, radio, or local TV Parent/community outreach to playgroups, childcare providers, medical practitioners, WIC, local parent child centers, etc. Early Childhood screenings offered on an on-going or periodic basis.

Birth to 3 Referrals Central point of referral: Family Infant Toddler Program’s Regional Host Agency Primary referral sources include: Parents Physicians CAPTA (DCF) Home health agencies Early Head Start Child care providers School District

Family, Infant, & Toddler Program Referral and Evaluation Process Development of an Individual Family Service Plan (IFSP)

IFSP Evaluation Planning Team Family Regional early interventionist School representative Community resource parent Others (CSHN social worker, Early Head Start, CUPS, etc.,) Teams determine: Who will make initial visit Who will provide interim service coordination Develop a multidisciplinary evaluation plan based on family’s concerns Determine eligibility for early intervention services

Multidisciplinary Evaluation Birth to 3 Means involvement by two or more qualified personnel from at least two different disciplines or professions Must be completed within 45 days of host agency receiving referral Includes observations, reports, & parent interview/observations Family directed assessment of resources, priorities, and concerns

All Domain Assessment Birth to 3 FITP Recommended measurement tools: 1.Infant-Toddler Developmental Assessment (IDA) 2.Hawaii Early Learning Profile (HELP) 3.Developmental Assessment of Young Children (DAYC) 4.Assessment, Evaluation and Programming for Infants and Young Children (AEPS) 5.Mullen Scales of Early Learning Developmental Areas Assessed 1. Cognitive 2.Physical including vision/hearing 3.Communication 4.Social and Emotional 5.Adaptive

Eligibility Determination Birth to 3 Developmental Delay: Is a clearly observable and measurable delay in one or more developmental areas. Shall be at a level that the infant or toddler’s future success in home, school, or community cannot be assured without the provision of early intervention services.

Eligibility Determination Cont’d Birth to 3 High probability for Developmental Delay Diagnosed by a physical or mental condition The delay may or may not be exhibited at the time of diagnosis Chromosomal Disorders Prenatally acquired infections (HIV) Neurological Disorders (cleft palate, spina bifida) Severe attachment disorders Medically fragile Chronic medical illness (diabetes, cancer, heart problems, renal failure, etc)

IFSP Development Birth to 3

IFSP Outcomes Are based on the family’s priorities Are developed through a team process Are meaningful to families Are worded in ways that are understood by families Birth to 3

Planning Transition Part C/FITP to Part B/EEE At least 6 months prior to the child’s third birthday the host agency will notify the school district At least 90 days prior to the child’s third birthday a transition meeting which includes school district representatives (EEE teacher, SLP, OT) IEP has been developed and is being implemented by the child’s third birthday Special Education Form 6 shall be used to obtain parental consent for placement into EEE as well as for the initial provision of services.

Individuals with Disabilities Education Improvement Act (IDEA) 2004 Part B Children 3 thru 21 years of age who have been determined eligible for special education services are entitled to a Free and Appropriate Public Education within a Least Restrictive Environment

Vermont’s Part B Program Essential Early Education (EEE) 3 to 5.11 years of age

Essential Early Education (EEE) 3 up to 6 61 Supervisory Unions Over 250 School Districts

EEE Eligibility of Children 3 years up to the 6 th birthday A child shall be eligible for EEE if the child meets at least one of the following: 1)Transitions from a Family Infant Toddler Program; 2)Has a medical condition such as Autism, Down Syndrome, ADHD that is diagnosed by a licensed physician which may result in significant delays by the child’s 6 th birthday and the child is in need of special education; 3)An evaluation planning team (EPT) finds the child has a disability caused by a developmental delay; 4)Meets the eligibility criteria for children 6-21; must demonstrate adverse effect under this determination.

Developmental Delay Defined A child may be determined eligible in one or more of the following areas: 1.Receptive and/or expressive communication 2.Adaptive development 3.Social or emotional development 4.Physical development including gross/fine motor 5.Cognitive skills

Developmental Delay Cont’d Developmental Delay is determined through an evaluation that consists of two assessments (one must be norm referenced). The results indicate that: Child demonstrates a 40% delay in one or more of the developmental areas, OR Child demonstrates a 2 standard deviations (SD) below the mean in one developmental area, OR Child demonstrates a 1.5 SD below the mean in TWO or more of the five developmental areas

Individual Education Program (IEP) For preschoolers, the IEP addresses how the child’s disability affects his or her participation in developmentally appropriate activities. Contains a description of all special education services, related services the special education program all accommodations necessary for the child to progress. IEP team members include: Parents LEA representative EEE teacher/coordinator Preschool teacher if child participates into preschool/childcare setting Part C service coordinator or rep if the child is transitioning from FITP

Least Restrictive Environment (LRE) Education Placement in the Least Restrictive Environment Determined at least annually Based on the child’s IEP In as close proximity as possible to the child’s home Based on consideration of community based early care and education settings such as childcare, or Head Start.

PlanningTransition EEE to Kindergarten IEP team shall meet three to six months prior to your child’s entrance into kindergarten. In addition to the current IEP team members which include the parents, the following shall be invited to attend the transition meeting: receiving kindergarten teacher, special educator, or Elementary school (LEA) representative (e.g., principal, special services director, SLP)

IDEA 2004 Part C: Infants and Toddlers with Disabilities (0-3) Vermont’s Family Infant and Toddler Program (FITP) IDEA 2004 Part B: Education of Children with Disabilities Vermont’s Essential Early Education Program (EEE) (3-5) Part C is intended for infants and toddlers with disabilities from birth to age three. Part B is intended for children and youth with disabilities, ages 3-21 o Eligible children are entitled to a free and appropriate public education (FAPE) within the least restrictive environment (LRE) IFSP is family centeredIEP is child centered IFSP includes outcomes and services for the family and child. IEP includes goals for the child. Services are based on the child’s educational needs. IFSP includes service delivery in natural environments □ home □ community settings, such as parks, childcare □ Early Head Start Children receive specialized instruction and related services (if warranted) within a variety of early childhood settings e.g., □ public/private preschool settings □ childcare (center-based/home-based) □ home □ Head Start IFSP has a service coordinatorIEP has a case manager which in most cases is the Essential Early Educator In Part C, most services do not come through the public schools, but through a variety of public and private agencies and individual providers. Part B EEE services are the responsibility of the school district which is the local education agency (LEA) In Part C, the lead agency is advised by an Interagency Coordinating Council (ICC) In Part B, the state education agency is advised by the states Special Education Advisory Panel (SEAP). In Part C eligibility is based on developmental delay, or established conditions that have a high probability of resulting in developmental delay. States have discretion in defining developmental delay, and consequently, eligibility varies significantly among the states. In Part B, EEE eligibility is based on a child who is experiencing developmental delays, as defined by the state, in one or more of the following areas: physical, cognitive, communication, social or emotional, or adaptive development and requires special education and related services. Eligibility is fairly consistent across the states.

VT Department of Education EARLY EDUCATION TEAM CONTACTS EEE- Kate Rogers EEI- Jim Squires Prof. Dev./ HEC- Manuela Fonseca Even Start- Wendy Ross Family, Infant & Toddler Program- Helen Keith