VI. Stakeholders/Partners


VI. Stakeholders/Partners: The program establishes collaborative relationships with all stakeholders/partners invested in the health, welfare and development of preschool children with disabilities and their families.

Component A
Relationships with Service Providers/Community and Government Agencies

The program collaborates with service providers/community and government agencies to offer comprehensive services to children and their families, to eliminate unnecessary duplication of services and to reduce gaps in services.

Quality Indicators:

Check (3)  if implemented

  1. Staff members are aware of a wide-range of community agencies and providers serving children and families including health, social services, mental health counseling, education, child care and job training agencies. A directory of agencies/providers is established and maintained, with updates occurring as necessary.

q

  1. Formal and informal collaborative agreements are established with agencies/providers to facilitate comprehensive service delivery. Agreements specify roles and responsibilities, referral procedures, communication mechanisms and other procedures to help meet the needs of children and families.

q

  1. Staff and collaborating partners regularly share information about children and families. Safeguards are in place to ensure confidentiality.

q

  1. Adequate time is allocated for frequent communication/information sharing with collaborating partners including time for phone contacts, visitations and documentation of effort.

q

  1. Members of the staff participate in community-wide interagency councils, service integration efforts and other community-wide planning initiatives that improve the delivery of services to preschool children with disabilities and their families.

q

Rating for Relationships with Service Providers/Community and Government Agencies:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component B:
Relationships with CPSE

The program works collaboratively with the Committee on Preschool Special Education (CPSE) to ensure that preschool children with disabilities receive appropriate services.

Quality Indicators:

Check (3)  if implemented

  1. Procedures are established that allow program staff, including the child’s teacher and other appropriate personnel, to participate in CPSE meetings.

q

  1. Staff members are knowledgeable about the laws, policies and recommended practices for the development, implementation and monitoring of IEPs.

q

  1. Procedures are in place for ongoing communication with the CPSE, and for tracking and submitting progress reports and other required information.

q

  1. An educational progress report is provided to the families consistent with each child’s IEP and is submitted to the CPSE at least annually.

q

Rating for Relationships with CPSE:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation


Component C:
Relationships with Transition Partners

The program works cooperatively with the families, municipalities, community agencies and school-age programs in smoothing transitions between services, providers and programs.

Quality Indicators:

Check (3)  if implemented

  1. Formal procedures are in place to facilitate smooth transitions and ensure continuity of services. These procedures may include:

  • interagency planning/agreements that specify roles, responsibilities, lines of communication and expectations of each transition partner
q
  • a transition timeline
q
  • formal mechanisms for sharing information between partners
q
  • methods for transferring relevant records and standards for their delivery, and procedures for encouraging families to take an active role in the transition process
q
  1. Adequate time is allocated for program staff and families to plan and prepare for transition:

 

  • teachers/staff become familiar with the recommended placement to gain a better understanding of the skill and behavioral requirements for successful child functioning
q
  • teachers/staff design appropriate transition experiences to prepare the child
q
  • families receive information about the transition process, the components and steps in transition, transition options and the specific timelines for transition
q
  1. Staff members build supports to anticipate and address difficulties children might have in making transitions; they plan for and allow adequate time for the child’s adjustment to new services or programs.

q

  1. Adequate training, supervision and support are provided to help staff carry out transition-related roles and responsibilities.

q

  1. Transition services are consistent with IEP recommendations.

q

Rating for Relationships with Transition Partners:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation