1. Mental Health & Disabilities Preparing for the Federal Review

2. Disabilities Monitoring Questions How does the Mental Health & Disabilities Manager support teachers who work with children with disabilities?

3. Disabilities Monitoring Questions The Mental Health & Disabilities Manager monitors information in ChildPlus regarding services for children with disabilities and follows up with Team Leaders and/or center staff. The MH/D team has weekly meetings to discuss any issues concerning our children with disabilities. MH/D Manager and Assistants do site visits to see how everything is going. MH/D Manager and Assistants are available by phone or email. The MH/D team is available to do on-site trainings if necessary.

4. Disabilities Monitoring Questions How do coordinators verify with teachers that individual plans are working for children with disabilities? How are teachers supported with implementing plans or addressing the need to change plans?

5. Disabilities Monitoring Questions There is communication with teaching staff about the progress in the IEP. The IEP also shows how much progress has been made on short-term objectives. Teachers also document on the lesson plan when children have individualizations to meet IEP requirements, which is then monitored by Education and MH/D staff. The speech pathologists submit progress reports, which also show how well IEPs are working. Teachers at Partner Sites have working folders with IEPs in their classrooms. They can refer back to these IEPs as needed. The MH/D team or other staff can offer trainings when necessary or encourage teaching staff to attend relevant outside trainings, through Region 17 or other agencies. MH/D staff are always available by phone or e- mail.

6. Disabilities Monitoring Questions How are teachers made aware of new health services needs for children with disabilities?

7. Disabilities Monitoring Questions IHPs document special health needs for children with health impairments. Health staff are primarily responsible for IHPs. Teachers are able to attend relevant trainings and are always invited to attend monthly in-service meetings, which sometimes have information on health services. Specific health needs are communicated at weekly Staffing Round Table meetings attended by Team Leaders.

8. Disabilities Monitoring Questions Can you describe how children receive services defined in the Individualized Education Program (IEP), both from the Head Start program and programs of other agencies?

9. Disabilities Monitoring Questions ECI services children birth to 3 onsite and at the home if it is a home-based program. Some of our speech programs transport the children to a different location (i.e., an elementary school) to receive speech therapy services. Other programs have the speech therapist go to our centers to work with the children.

10. Disabilities Monitoring Questions Are teachers familiar with the requirements of IFSPs and IEPs for children with disabilities?

11. Disabilities Monitoring Questions It is important that teachers always read updated IFSPs and IEPs for children in their classroom so that they can implement the objectives and goals set out in the plan. IFSPs and IEPs lay out the specific services the child needs to receive.

12. Disabilities Monitoring Questions Can you describe implementation of IFSP or IEP requirements?

13. Disabilities Monitoring Questions IEPs and IFSPs are implemented through small group activities as well as individualization of the lesson plan. Depending on the services needed in the IEP or IFSP, the family may do something different with child at home. The IEP or IFSP lays out what speech, OT, or ECI services are needed. It tells teachers what to do in classroom for the child. Parents receive speech progress reports from the speech therapist. The speech therapist may give homework for the parent to do at home with the child.

14. Mental Health Monitoring Questions: How do teachers and/or MH/D staff solicit parents' information, observations, and concerns about their children's mental health?

15. Mental Health Monitoring Questions Parents are asked about concerns during enrollment and these are documented in the brown folder and ChildPlus. Consultations and home visits with parents allow teachers the opportunity to ask about any concerns. Parents also fill out an Ages and Stages Questionnaire- Social Emotional (ASQ- SE) after enrollment. This tool allows parents to express any concerns they may have about their child’s social- emotional development.

16. Mental Health Monitoring Questions How do MH/D staff learn about a teacher's concerns about children's behavior and mental health? What do MH/D staff do to help teachers through this process?

17. Mental Health Monitoring Questions At most of our partner sites, the teacher will tell the FSW about his/her concerns. Then, the FSW meets with the parent to discuss the concerns and ask if the parent would like a referral. If the parent wants outside services, the FSW fills out and sends an Inter/Intra Agency Referral to MH/D staff.

18. Mental Health Monitoring Questions How do teachers convey their need for support in ensuring that children’s health, mental health, and special needs are met? How are teachers’ needs for such support met?

19. Mental Health Monitoring Questions Teachers can express their concerns directly by contacting MH/D staff by phone, email, or requesting a meeting. They can also communicate concerns to Team Leaders so that their need or request for support can be passed on at weekly Staffing Round Table meetings. MH/D staff is available to do classroom observations and offer suggestions to teaching staff. MH/D staff is available to offer on-site training as necessary. MH/D staff is always available by phone/email to answer questions.

20. Articulation Screening Requirements

21. Relevant Performance Standards § 1308.6 Assessment of children Subpart D—Health Services Performance Standards (b) Screening, the first step in the 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. Rescreening must be provided as needed.

22. Relevant Performance Standards § 1308.6 (b) continued (1)Grantees must provide for developmental, hearing and vision screenings of all Early Head Start and Head Start children within 45 days of the child’s entry into the program. This does not preclude starting screening in the spring, before program services begin in the fall. (2) Grantees must make concerted efforts to reach and include the most in need and hardest to reach in the screening effort, providing assistance but urging parents to complete screening before the start of the program year.

23. Relevant Performance Standards § 1308.6 (b) continued (3) Developmental screening is a brief check to identify children who need further evaluation to determine whether they may have disabilities. It 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. When appropriate standardized developmental screening instruments exist, they must be used. The disabilities coordinator must coordinate with the health coordinator and staff who have the responsibility for implementing health screening and with the education staff who have the responsibility for implementing developmental screening.

24. At the SPCAA Head Start Grantee centers, the Preschool Language Scale, 4 th Edition (PLS-4) Screening is used to determine if further assessment or evaluation is necessary in the area of articulation and language.

25. Purpose of PLS–4 Screening Tool The PLS-4 screening is comprehensive and based on sound research, yet quick to administer. The PLS–4 screening tool is designed to identify children who may need to be referred for further speech or language assessments.

26. Purpose of PLS–4 Screening Tool The PLS–4 Screening looks at: Language Social/Interpersonal skills Articulation Connected speech Stuttering Voice disorders Communication skills

27. Benefits of PLS–4 Screening Tool Can be administered in 5-10 minutes Can be administered by teachers, paraprofessionals, and teacher’s aides Is available in both English and Spanish. The child should be screened in his or her primary language in order for results to be valid.

28. PLS-4 Screening The screening tool is NOT: Designed to identify strengths or weaknesses Designed to provide a diagnosis Able to be copied, due to copyright laws

29. PLS–4 Screening Administration To use this tool, screening administrators will need: Screening manual Record Form- Age 3, 4, or 5, based on chronological age The child

44. PLS-4 Screening Tool Prices PLS-4 Screening Test Kit $142.00 –Includes: Stimulus book/ test manual and 25 record forms for each age group (3, 4, 5, and 6 year-olds) PLS-4 Screening Test Stimulus book/ test manual $127.00 PLS-4 Screening Test Record Forms- for age 3, 4, 5, or 6$34.00

45. Ordering the PLS-4 Screening (800) 627-7271 Pearsonassessments.com (or just google PLS-4 screening and it will take you there) Pearson Clinical Assessments 13036 Collections Center Drive Chicago, IL 60693

46. SPCAA Head Start Partner sites are responsible for purchasing their own screening tool and are free to choose another instrument as long as it is a valid, standardized screening and can be completed within the first 45 days of the child’s enrollment. Partner sites will need to provide a copy of the articulation screening they use to MH/D staff.

47. Questions?

48. Contact Information: Jennifer Crookham, MH/D Manager (806) 891-2156 Blanca Herron, MH/D Assistant (806) 893-5827 Leigh Wells, MH/D Assistant (806) 893-3167