Brown County Birth to Three Program

1
Brown County Birth to Three Program
2
Interview with Dawn Roder Brown County Birth
to 3 Coordinator

• Most common referrals are for communication,
  sensory, and feeding issues
• Premature babies are the most referred
• Majority of referrals are through pediatricians
  as childs growth and development is monitored
  through well child check ups. However referrals
  can be done by parents or caregivers.
• General referrals require follow-up with parents
  within a week of referral.
• Assessment is completed and then meeting is held
  with parents as to whether an evaluation is
  needed.
• If evaluation is needed, then just like the
  school system, the county has 45 days to complete
  the evaluation.
• Once completed, the family meets with the
  coordinator to discuss options for the child.

• Brown County contracts with the following
  agencies for services Cerebral Palsy Center,
  ASPIRO, Rehab Resources, and St. Vincent Home
  Health Care. Coordinator works with parents to
  determine what facility would best serve the
  childs needs.
• Some referrals come directly from the NICU. Once
  this is received the 45 day process begins
  immediately.
• NICU refers children who have Downs Syndrome,
  sucking issues, sensory problems, feeding tubes,
  heart defects, motor skill concerns, and those
  that weighed less than 1000 grams at birth.
• All services need to be in place and IEP written
  by the day after the childs third birthday so
  that the school system can then take over for
  services.

3
Who can make referrals?

• Referrals to Birth to 3 can be made by
• Parents
• Physicians
• Caregivers
• Relatives
• Other programs/supports working with families
  with young children
• (copy of referral)

4
Information Needed for Making a Referral

• Child's name, date of birth, address where child
  resides
• Parent/caregiver name, address and phone number
  and
• Reasons for concern, name of current physician.

5
Eligibility Criteria

• Child must have a developmental delay of at least
  25 in one area as noted through Birth to 3
  evaluation or other records, or diagnosis with a
  high probability of a developmental delay, or
  atypical development (such as asymmetrical
  movement, variant speech and language patterns,
  delay in achieving significant interactive
  milestones).
• Eligibility is not based on income guidelines and
  there is no waiting list. Although some services
  may need to be paid for by the parents.

6
Related Information Websites

• Wisconsin Department of Health
  Servicesdhs.wisconsin.gov/bdds/birthto3/Waisman
  Center - Wisconsin Birth to Three Program
  Training and Technical Assistancehttp//www.waism
  an.wisc.edu/birthto3/index.phpCollaborating
  Partners of Wisconsinhttp//www.collaboratingpart
  ners.com/Wisconsin Alliance for Infant Mental
  Healthhttp//www.wiimh.org/

7
Birth to 3 Program- Information from DHHS
8
What is the Birth to 3 Program?

• Birth to 3 is Wisconsins early
  intervention program for infants and toddlers
  with developmental delays and disabilities and
  their families. A federal law, the Individuals
  with Disabilities Education Act (IDEA), provides
  a framework for a comprehensive program and
  coordinates developmental, health and social
  services within the community. The Department of
  Health Services oversees the Birth to 3 Program
  in Wisconsin and has developed rules (DHS 90)
  that specify the program requirements.

9
HOW WILL THEBIRTH TO 3 PROGRAM HELP?

• The earlier a childs developmental delays are
  discovered, the more opportunities there are for
  a child to increase skills and abilities. The
  goal is to help children participate in their
  communities.
• In addition to the skills the child develops,
  Birth to 3 Programs are committed to providing
  services in a way that makes sense for each
  family. This "family centered" program recognizes
  the importance of parents, family and friends in
  a young childs life. The early intervention team
  will provide ideas and techniques to help a
  family enhance their childs development and
  learning potential.

10
HOW ARE FAMILIES' RIGHTSPROTECTED?

• Specific rights for children and families are
  built into the Birth to 3 Program. These
  procedural safeguards are legal requirements.
  They assure that the Birth to 3 Program will
  follow specific procedures that protect the
  rights of children and families. Some of these
  rights include
• Parents must give written consent for any
  evaluations, assessments or services.
• Participation is voluntary, so parents can refuse
  any services, evaluations or assessments.
• Records will be kept confidential.
• Parents can review or request corrections to
  their child's and family's records.
• Parents have a right to disagree with decisions
  regarding their child's eligibility or the
  provision of appropriate services to their child
  and family.

11
WHO IS ELIGIBLE TO RECEIVE SERVICES?

• The Birth to 3 Program is for children ages birth
  to 36 months. Eligibility is based on a diagnosed
  disability or significant delay in one or more
  areas of development.
• The team will evaluate the childs ability to
  learn (cognitive development) move, see and hear
  (physical/motor development) communicate and
  understand others communication (speech and
  language development) respond to and relate with
  others (social and emotional development) and
  eat, dress and care for daily living needs
  (adaptive development).
• A Birth to 3 service coordinator helps the family
  understand and participate in the evaluation
  process.
• Services and supports a child and family receive
  are based on individual needs. Eligibility for
  this program is not affected by the familys
  income however, parents may need to contribute
  to the costs of services.

12
WHAT SERVICES AND SUPPORTSMIGHT BE AVAILABLE?

• If the child is eligible for the program, the
  service coordinator works with the family to see
  that the family and their child receive the
  services and supports they need within the
  familys natural environment.
• The service coordinator and other early
  intervention staff meet with the family to
  discuss the childs developmental strengths and
  needs. This team, including the parents,
  determines what services and supports would
  enhance the childs development and prepares a
  plan to provide supports and services within the
  familys typical routines and activities.
• This plan is called an Individualized Family
  Service Plan or IFSP.

13
Services and Supports Provided to Meet the IFSP
(Individualized Family Service Plan)

• Family Education
• Developmental Education Services
• Communication Services
• Related Health Services
• Occupational Therapy
• Physical Therapy

14
WHERE ARE PROGRAMS LOCATED?

• The Birth to 3 Program is available in every
  county in Wisconsin. Each county has designated
  an agency that is responsible for the operation
  of the program in that county. The program may be
  called by a different name, but it is available
  to provide services to children with delays or
  disabilities.

15
Wisconsin First Step

• 1-800-642-STEP/
• http//www.mch-hotlines.org/?id4576sid33
• Wisconsin First Step serves as the Central
  Directory for Wisconsin's Birth To 3 Program. As
  the Central Directory, Parent Specialists who
  have specialized disability expertise and who are
  parents of children with special health care
  needs, provide information and referrals to
  county Birth To 3 Programs and other
  disability-related resources.
• This is a 491 document filled with resources in
  every county. These resources include, but not
  limited to clinics, hospitals, social services,
  where to obtain wheelchairs, family resources,
  support groups, etc.

16
Waisman Center Wisconsins Birth to 3
Resources for Training and Technical Assistance

• DHS contracts with two, statewide projects - The
  Wisconsin Personnel Development Project and Birth
  to 3 RESource for assistance to implementing
  Wisconsins Birth to 3 Program. Staff of these
  two projects partner with the DHS staff from the
  Birth to 3 Program and the Area Administrative
  Offices to offer a variety of training and
  technical assistance resources to county Birth to
  3 Programs.
• Other major partners include Wisconsin Department
  of Public Instruction, DHS Program for Children
  with Special Health Care Needs Public Health,
  Wisconsin Medical Assistance Program , Wisconsin
  First Step, Great Lakes Inter-Tribal Council,
  Wisconsin Assistive Technology Initiative,
  Wisconsin Early Childhood Collaborating Partners,
  Head Start, and Wisconsin Sound Beginnings.

17
Waisman Center http//www.waisman.wisc.edu/birtht
o3/index.php

• What's New
• Using Site
• Policy Guidance
• ARRA Initiative
• Monitoring Self Assessment
• Newsletter
• Professional Development
• On-Line Learning
• Employment Licensure
• Family Resources

18
Mission

• Provide training and technical assistance to
  county Birth to 3 programs and their local
  partners to support the implementation of the
  Wisconsin Birth to 3 Program so that families
  have access to appropriate early intervention
  services.

19
Guiding Principles

• System Building
• Support
• Relationships
• Ecological
• Leadership
• Family-Centered
• Strengths-Based

20
About Their Work

• Waisman Center, in coordination with the three
  partners, DHS Birth to 3 Program, RESource and
  WPDP provide resources to Wisconsins early
  intervention system in a planed and collaborative
  fashion. Some functions are unique to each of the
  entities, while many are shared among the three
  statewide resources.

21
Birth to Three RESource

• Provides a dedicated staff person for each of the
  five DHS regions. Resource facilitators work
  closely with the State Birth to 3 staff, WPDP,
  regional DHS personnel, and the Assistant Area
  Administrators (AAA) to provide supportive
  training and technical assistance in
  collaboration with local county programs and
  their community partners. The primary contacts
  for RESource are county program leaders and the
  Birth to 3 program staff. The primary goals of
  RESource include
• Building strong, ongoing relationships with Birth
  to 3 staff at the state and local level in order
  to understand the unique assets, issues and
  concerns for programs
• supporting continuous quality improvement of
  Birth to 3 programs through participation in the
  Birth to 3 program systematic review, development
  of Programs In Partnership (PIP) plan and the
  facilitation of appropriate training and
  technical assistance and
• facilitating community and statewide
  collaboration and the development of learning
  networks among leaders of programs serving
  families and young children.

22
Wisconsin Personnel Development Project

• The (WPDP) role is to assist the Department of
  Health Services in meeting the states needs for
  a well-qualified early intervention workforce and
  providing parent perspectives throughout
  statewide Birth to 3 activities. WPDP provides
  the infrastructure for a wide variety of
  educational opportunities for parents, service
  providers from all disciplines, and program
  leadership through a multifaceted program.
  Training activities are planned and carried out
  in partnership with RESource, and State Birth to
  3 staff, with guidance and input from county
  early intervention programs. Activities include
  statewide and regional workshops, materials
  development and dissemination, the development
  and maintenance of a training and technical
  assistance website-including interactive learning
  options, a video lending library, publication of
  Birth to 6 EVENTS, collaborative planning with
  other programs/agencies, and active participation
  on statewide workgroups. Additionally, Parents as
  Leaders (PALs), offered annually, supports a
  group of 25 parents who commit to a five-weekend
  training and networking series.

23
Our Vision
24
Wisconsin Early Childhood-Collaborating Partners

• Wisconsin Early Childhood Collaborating Partners
  components include
• Access to Health Medical Home
• Early Care and Education
• Mental Health and Social Emotional Development
• Parent Education
• Family Support
• Collaborating Partners organization
• Participation Levels
• Structure
• Infrastructure
• Steering Committee
• State Action Team Roles and Membership
• Regional Action Teams Roles and Membership
• Committees

25
Collaborating Partners Components

• Access to Health Medical Home
• Access to medical homes providing physical and
  child development services for all children in
  early childhood including special health care
  needs and assessment, intervention, and referral
  of children with developmental, behavioral and
  psychosocial problems.
• Early Care and Education
• Services for children from birth through first
  grade that support children's early learning,
  health, and development of social competence.
  Focus on childcare, Head Start, Early Head Start,
  4K and 5K services to children with disabilities
  as well as children who are homeless or in
  poverty.
• Mental Health and Social Emotional Development
• Availability of services to promote healthy
  social emotional development, services to address
  the needs of children with mental health problems
  and service delivery pathways to facilitate
  entrance of at-risk children into appropriate
  child development and mental health delivery
  systems.
• Parent Education
• Parent education services that provide support to
  parents in their role as prime educators of their
  children.
• Family Support
• Family support services that address the
  stressors impairing the ability of families to
  nurture and support the healthy development of
  their children.

26
Collaborating Partners includes

• Participation Levels
• Endorsing Partners State, regional, and local
  state departments, agencies, associations, or
  groups that have formally endorsed the WECCP
  vision and mission.
• Participating Partners State, regional, and
  local state departments, agencies, associations,
  groups, and individuals that are committed to
  membership on WECCP state or regional teams,
  participate in events, and actively work toward
  the vision and mission.
• Interested Partners State and local agencies,
  associations, groups and individuals that are not
  able to commit to endorsement or participation
  but are interested in the efforts and want to
  receive information through the state or regional
  list serve.
• The Structure The WECCP operates within a
  structure that includes State level action
  team, steering committee, and overall state wide
  network
• Regional level action teams, team facilitators,
  and regional networks.
• Communication and networking systems include
  state and regional action team meetings,
  networking conferences (video conferences/web
  casts), a Web site, state and region specific
  list serves and collaborative conferences and a
  work plan with goals, objectives, and action
  steps.

27
Infrastructure

• Infrastructure
• Steering Committee
• Jill Haglund, jill.haglund_at_dpi.wi.gov
• Loraine Lucinski, Loraine.Lucinski_at_dhs.wisconsin.g
  ov
• Therese Ahlers, tahlers_at_wiaimh.org
• Jennifer Jones, jennifer.jones_at_wisconsin.gov
• Ann Stueck, Ann.Stueck_at_dhs.wisconsin.gov
• Linda Leonhart, Linda.Leonhart_at_dwd.state.wi.us
• State Action Team Roles and Membership

28
Roles of the Steering Committee are to

• Act as identified "leaders" for the State Action
  Team
• Develop agendas for State Action Team meetings
• Oversee implementation of State level support
  mechanisms
• Share information within WECCP and among the
  State Action Team
• Assure communication and networking within the
  defined structure
• Oversee development and use of supporting
  materials
• Monitor and promote implementation of work plan
• Promote mechanism to enhance the effectiveness of
  the regional teams
• Steering Committee members demonstrate state
  level commit to the structure by committing state
  staff time and designating programmatic
  responsibility for participation, direct funding,
  resource allocation, and other means to support
  implementation of work plans including
• Maintaining communication and network structures
• Funding Community Collaboration Coaches to
  facilitate and support regional teams and
  networks
• Providing Mini-grants to each region to assist in
  the implementation of their efforts

29
State Action Team Roles

• Bringing state and local information,
  evidence-based research and best practices, and
  federal expectations/trends including mandates
  and priorities to participants of WECCP.
• Bringing information, experience and
  identification of statewide trends and issues to
  the Department Secretaries, State Superintendent,
  the Governors Office, Federal Partner Agencies
  and Statewide Organizations.
• Synthesizing local information, best practices,
  and recommendations from regional teams to inform
  state level priorities, policy and evidence-based
  practices.
• Supporting and promoting communities in the
  development of a collaborative approach to
  service delivery for young children and their
  families.
• Working in collaboration to align efforts,
  initiatives, grant programs and consistent child
  and family-centered policies across systems.
• Identifying and promoting evidence-based practice
  and new research literature that supports state
  and local programming.

30

• Sharing information with their organizations and
  constituencies. The State Action Team utilizes a
  steering committee to guide direction,
  priorities, and work plans and is comprised of
  representatives of the state departments of
  Health and Family Service, Public Instruction,
  and Workforce Development and each of the early
  childhood components of mental health, parent
  education, family support, medical home, as well
  as care and education.

31
Other information available on Collaborating
Partners

• Early Learning Standards
• Stories Using WMELS
• Alignment with Curriculum
• Alignment w/Standards
• Training Description
• Training Opportunities
• Find a Trainer
• Training Reports
• Trainers Login
• Social Emotional Competence
• SEFEL Pyramid Model
• UW Certificate Program
• Competency and Endorsement System
• Screening/Early Identification Resources
• Curriculum and Assessment
• About Curriculum and Assessment
• Play and Learning
• Program Evaluation
• Response to Intervention for Preschool

• OSEP Indicator 3/7 Child Outcomes
• OSEP Indicator 8/12 Transition 
• OSEP Indicator 2/6 Environments
• Child Find
• Eligibility Criteria
• Parent Support
• Technical Assistance Resources
• 4K Community Approaches
• Collaboration Coaches
• Showcases
• Program Evaluation
• Professional Development
• Career Guide
• Core Competencies
• Find a Professional Development Opportunity
• DPI License Renewal
• Training and Technical Assistance Directory
• Initiatives
• Resources

32
Wisconsin Alliance For Infant Mental Health
Wisconsin Alliance for Infant Mental Health
(WI-AIMH) promotes the healthy social and
emotional development of Wisconsin children from
birth through age 5. Our goal is to weave infant
mental health practices and principles into the
everyday activities of individuals who touch the
lives of infants, young children and their
families.
33
Infant Mental Health Endorsement

• We are working on a competency-based system of
  endorsement to recognize infant mental health
  knowledge and training among professionals across
  disciplines.

34
Become a Member of WI-AIMH!
All professionals that touch the life of a young
child can use relationship-based infant mental
health principals to foster their healthy social
and emotional development. By joining WI-AIMH,
you will be able to connect with other
professionals in the field, stay informed on
professional development opportunities, share
your expertise through submission of newsletter
articles, and much more. (brochure)
35
Resources for parents and professionals

• Here you will find a variety of resources
  pertaining to infant mental health. These
  include
• Our "Ask the Expert" service
• Infant mental health Provider Directory for
  Wisconsin
• Infant mental health Brochures in English and
  Spanish
• Useful, free Downloads
• Many online resources for parents and
  professionals in the Link Library

36
Links

• Resources Link Library
• Help for Wisconsin Parents and Caregivers
• BadgerCare Plus is a new program for children and
  families in Wisconsin who need and want health
  insurance. Central Wisconsin Moms
• An online community for parents in the
  Marshfield, Stevens Point, Wausau, and Wisconsin
  Rapids areas.
• Child Care Information Center
• Children's Health Alliance of Wisconsin
• Collaborating Partners
• An online community for parents, administrators
  and staff of early education programs throughout
  Wisconsin.
• Dane County UW-Extension Family Living Program
• Drugwatch.comDrugWatch.com is a comprehensive
  Web site database featuring extensive information
  about thousands of different medications and
  drugs currently on the market or previously
  available worldwide.
• The Exchange Center for the Prevention of Child
  Abuse
• Family Enhancement (Madison) 608-241-5150
  Education, information and support for parents
  and families in the Madison area.
• Licensed Childcare Search new Web site from the
  Wisconsin Department of Children and Families
  (DCF).
• Madison Wisconsin Institute for the Healing of
  Racism
• Mental Health America of Wisconsin
• Moms in Madison
• Parent to Parent Wisconsin provides parent
  support to parents of children with special needs
  through a one-to-one connection with another
  parent who has similar experience and who knows
  firsthand about the feelings and realities that
  come with having a child with special needs.
• Parental Stress Center (Madison) 608-241-4888
  Services to prevent child abuse and neglect and
  strengthen families in the Madison area.

37
More Links

• Prevent Child Abuse Wisconsin
• Rainbow Project (Madison) 608-255-7356 Provides
  specialized services to children and families
  experiencing stress related to domestic violence,
  child abuse/neglect, social-developmental and
  behavioral problems, or family relationship
  issues.
• The Resource House (La Crosse)From the
  Information and Referral Center in La Crosse,
  this database contains information on community
  services such as health care and childcare,
  education and social service information.
• Respite Center (Madison) 608-244-5730 Crisis
  child care 24 hours a day, seven days a week, to
  parents experiencing high levels of stress.
• Supporting Families Together Association supports
  groups that promote quality early care, resources
  and education to enrich the lives of children and
  strengthen families.
• UW Waisman Center Early Childhood Unit
• Publications and programs for families with young
  children.
• Wisconsin Association for Perinatal
  Care/Perinatal FoundationA source of information
  about the time before pregnancy (preconception),
  pregnancy, labor and delivery, infants and infant
  care.
• Wisconsin Child Care Improvement ProjectA
  statewide non-profit agency dedicated to helping
  improve child care by helping child care
  professionals give the best care possible to your
  children.
• Wisconsin Children's Trust Fund
• Free positive parenting kit.
• Wisconsin Council on Children Families
• Wisconsin Department of Health and Family
  Services Birth to 3 Program
• Wisconsin Family Ties provides support for
  families including children with emotional,
  behavior or mental disorders.
• Wisconsin Maternal and Child Health Hotline
• Wisconsin United for Mental Health
• Wisconsin Early Childhood Association

38
Ready Set Go!

• Ensuring a Smooth Transition from Birth to 3 to
  Special EducationOverview of options and shared
  expectations in transitioning youngsters between
  systemsLink http//media2.wi.gov/DPI/Viewer/?pei
  daafef695-68e1-497a-9fd7-42a2fc34c39c

39

• Ready!

• Set!

• GO!

40

• Birth to 3 (Part C)
• Referral into Birth to 3
• Screening/Evaluation
• Determine Eligibility
• IFSP Development
• Services Begin
• LEA Notification
• IFSP Transition Steps
• Transition Planning Conference
• Referral to LEA

• Special Education and Related Services (Part B)
• Notice from Birth to 3
• Transition Planning Conference
• Referral to LEA
• Screening/Evaluation
• Determine Eligibility
• IEP Development
• Services Begin

41
B-3 Transition Timeline Prior to Part C
Regulation Changes 9/15/2008

• Transition Planning Conference
• B-3 Schedules Transition Planning Conference with
  parents and LEA
• LEA Documents attendance at the TPC

• Referral to the LEA
• B-3 makes referral of potentially eligible
  children
• LEA (1) Proceeds with the referral to placement
  process, (2) informs the parent that B-3 may be
  invited to the IEP, and (3) with the parents
  approval invites B-3 to the IEP

Notification B-3 sends Non-identifiable
information to LEA for child find and planning
Childs 3rd Birthday

• Parent provides consent to evaluate (AND make the
  child available) OR receive notice that no
  additional evaluation is needed

No more than 9 months prior and not later
than 90 days prior to the 3rd birthday.
At least 9 months prior to the third birthday
At least 90 days prior to the third birthday
15
60
30

B-3 transition planning activities and IFSP
documentation
Within 30 calendar days
After parent consent
Referral Received
Transition Planning Conference
Up to 15 business days
Within 60 calendar days
Undefined up to parent.
Request Parent Consent for Evaluation
Request Parent Consent for Evaluation

• Parent Declines the TPC
• B-3
• documents in the IFSP with the LEA
• provides parent with information on how to
  contact the LEA informed consent.

IEP Team Meeting to Determine Eligibility
Receive Parent Consent for Evaluation
IEP Implemented
IEP Team Meeting to Develop IEP and Determine
Placement

• Parent Declines referral and/or release
  information
• B-3 provides family with information on
  potential benefit, impact of denial, how to
  make a referral in the future.
• B-3 provides LEA with documentation that parent
  declined referral and/or release of information.
• LEA has met the Child Find requirements related
  to this child.

Receive Parent Consent for Evaluation
OR
Notice sent that no additional data are needed
60
Within 60 calendar days

• Parent Declines
• Consent to Evaluate
• LEA provides information on how to make a
  referral in the future.
• LEA has met the Child Find requirements related
  to this child.

• Parent may request a Transition Planning
  Conference with B-3 at a later date, AND/OR may
  pursue a referral with the LEA at any time.

Parent may pursue a referral with the LEA at
any time.
42
State Regulations

• Part C - Birth to 3 early intervention
• Department of Health Services
• HFS 90, WI Admin. Rules Birth to 3 Early
  Intervention
• Part B Special Education and Related Services
• Department of Public Instruction
• Special Ch.115 Subchapter V, WI Statutes
  Children with Disabilities April 5, 2006

43

• Birth to 3 helps the parent
• Think about the future for their child
• Explore resources and services
• Understand the transition process
• Decide who will participate in transition
  planning
• Birth to 3 Transition Planning

44

• Developed from discussions with families about
  dreams and next steps
• Designed to outline options available to support
  child and family
• Outlines who will do what, when and how
• Developed over multiple meetings or discussions

Birth to 3 Transition Planning-- IFSP Transition
Steps
45

• Written information sent by Birth to 3 to the
  LEA regularly
• Provides non-identifying information about
  children in Birth to 3 close to turning 3
• Assists Birth to 3 and LEAs in fulfilling child
  find requirements
• Assists LEAs in planning

LEA Notification
46

• Conference must occur at least 3 months (90
  days) before childs 3rd birthday.
• Interagency agreements should consider
  establishing timelines to assure that the process
  is completed in a timely manner.
• IDEA states that the invited LEA will
  participate in transition planning conferences
  arranged by the designated Birth to 3 lead
  agency.

Transition Planning Conference
47

• Who will attend?
• Family
• Birth to 3 staff
• School special education staff
• Others
• Friends, relatives or support providers who know
  the child
• Therapists, medical professionals
• Head Start or other community programs

Transition Planning Conference
48

• Is focused on the child
• Reviews present services
• Discusses future options and possible changes in
  service delivery
• Discussion the transition process and roles
• Discusses Birth to 3 staff participation in the
  first IEP meeting

Transition Planning Conference
49
Referrals to LEA for Special Education and
Related Services

• When the family, at the TPC, decides that a
  referral by Birth to 3 is appropriate
• Birth to 3 will then send the referral to the
  school (LEA) which includes the childs name,
  date of birth, parental contact information, and
  area(s) of concern.

50
When the family, at the TPC, can not yet decide
if a referral by Birth to 3 is appropriate
The IFSP transition page is updated by Birth to 3
to define the process for providing the family
with additional information to assist them in
making their decision about referral, and the
procedures for when and how the LEA (school) will
be informed of the parents decision.
Referrals to LEA for Special Education and
Related Services
51
When the family, at the TPC, decides that a
referral by Birth to 3 is not appropriate the
IFSP transition page is updated by Birth to 3 to
define the process for when and how the LEA
(school) will receive documentation that the
parents refused the referral and evaluation. The
parents are informed on how they can make a
referral in the future if they change their
minds. LEA has met the Child Find requirements
related to this child.
Referrals to LEA for Special Education and
Related Services
52

• Within 15 business days of receiving a special
  education referral, the LEA must
• Ensure an IEP team reviews existing evaluation
  data.
• Requests parents consent to evaluate the child or
  .
• Send parents a notice that no testing is needed
• Within 60 days after an LEA receives parental
  consent for an initial evaluation, the LEA must
  conduct an IEP meeting to determine if the child
  is a child with a disability.
• Within 30 days after a determination that the
  child is a child with a disability, the LEA must
  conduct an IEP meeting to develop an IEP and
  determine an educational placement

The IEP Timeline Referral to Placement
53

• Discuss the types of services the child received
  as part of the IFSP
• Take into consideration the work done by the
  Transition Planning Team
• Determine Eligibility
• If eligible, develop an IEP with measurable
  annual goals and determine Services needed
• Determine the Placement in the Least Restrictive
  Environment

The IEP Team Roles and Responsibilities
54
The full continuum of alternative placements at
34 CFR 300.551, including integrated placement
options, such as community-based settings with
typically developing age peers, must be available
to preschool children with disabilities.
Placement Least Restrictive Environment
55

• Home
• One-to-One Services outside the Home
• Part-time General Education/Part-time Special
  Education
• Residential Facility
• Separate School
• Any combination of above

• General Education Settings
• 4 Year Old Kindergarten
• 5 Year Old Kindergarten
• Title One Preschool
• Licensed Daycares and Preschools
• Head Start
• Special Education Classrooms

Placement Educational Environments Possible
settings for 3-5 year olds with disabilities
56

• If a childs third birthday occurs during the
  summer, the childs IEP Team shall determine the
  date when services under the IEP will begin
• Immediately
• Before the third birthday
• At the beginning of a new school year
• LEAs will need to consider Extended School Year
  Services (ESY)
• If an IEP is in effect to start at the beginning
  of the school year, Birth to 3 MAY provide
  services through a transition IFSP.

Placement Timeline and Summer Birthdays
57
SUMMARY

• It is key that children birth to 3 receive timely
  well baby check-ups. Parents can voice concerns
  and doctors can make record of and discuss
  concerns and/or abnormalities.
• Doctors can make referrals more timely.
• Anyone that cares for the child can make a
  referral. However, there must be at least a 25
  developmental delay as noted in the Birth to 3
  evaluation.
• Many referrals are due to speech and feeding
  issues (assumed that they would be more due to
  physical delays).
• There is no waiting list.
• Income is not considered when referring and
  evaluating students.
• There are many resources for parents and
  children, many that parents are unaware of.
• A wide variety of people educators, physicians,
  speech therapists, physical therapists, etc., are
  working to make the lives of children better.
• School system takes over the day after the
  childs third birthday.
• Referrals come immediately from the NICUs.

58
Resources

• http//www.dhs.wisconsin.gov/bdds/birthto3/ta/PPSR
  eady-Set-Go.ppt- 1087.5KB
• dhs.wisconsin.gov/bdds/birthto3/
• http//www.waisman.wisc.edu/birthto3/index.php
• http//www.collaboratingpartners.com/
• http//www.wiimh.org/
• http//www.co.brown.wi.us/departments/page_03caef5
  579fc/?departmentdd09bd30c78esubdepartment80ece
  04f3290
• Dawn Roder Brown County Birth to 3 Program
  Coordinator