HEAD START®

Leading the Way: Disabilities Services and the Mangement Team

Training Guides for the Head Start Learning Community

Collaborating with leas

Outcomes

After completing this module, participants will be able to:

Assess their program's working relationship with local education agencies (LEAs).
Identify objectives and strategies for strengthening the collaboration with LEAs to improve services for children and families.

Key Concepts

Successful collaborations are built on knowledge and mutual respect. Both Head Start and LEA managers/administrators need a thorough knowledge of the legislation that impacts their program policies and services to children with disabilities and their families. Both partners in this collaborative effort have unique capabilities for contributing to these services.
Providing services to children with disabilities enrolled in Head Start is a shared responsibility. Children with disabilities and their families may require a wide range of supports and services that draw on the resources of all Head Start managers, as well as community organizations.

Background Information

Each state is responsible for assuring that young children with disabilities receive a free and appropriate public education (FAPE) as outlined in the Individuals with Disabilities Education Act (IDEA). Often, services are provided through LEAs and early intervention programs. (See the Resources section for materials that can provide more information about laws affecting services to children with disabilities and their families.)

The Head Start Program Performance Standards describe Head Start's obligations to follow federal laws and to be active partners with LEAs in implementing IDEA. While Head Start programs' and LEAs' responsibilities differ, both agencies must work together to best meet the needs of children with disabilities enrolled in Head Start. To accomplish this, they must develop and sustain a true partnership that reflects their unique contributions. There is no simple recipe to follow. Instead, agencies must understand their respective mandates, be committed to providing collaborative services, and be willing to investigate alternative approaches that are responsive to children's needs. Like other relationships, interagency collaboration depends on both parties' commitment to carry out the spirit and letter of their mandates.

One way to formalize working relationships is through written interagency agreements. These agreements, which are mandated by the Head Start Program Performance Standards, can help different agencies establish routine procedures and develop a common set of expectations about roles to collaboratively meet the needs of young children with disabilities and their families.

For an overview of activities in this module, see At A Glance on pp. 5-8.

Activity 3-1: Myths and Reality

Purpose: This workshop activity provides participants with an opportunity to explore the common myths that LEAs and Head Start programs have about each other.

Preparation

Arrange for: Easel, chart paper, markers, and tape

Duplicate: Handout 8-Head Start/LEA Questionnaire: one for each participant
Handout 9-Just the Facts: one for each participant

Leading the Activity

Introduce the activity by explaining that participants will begin by responding to a questionnaire. The statements are designed to help the management team identify their assumptions about the roles and responsibilities of Head Start and LEAs in providing services to children with disabilities and their families.
Distribute Handout 8-Head Start/LEA Questionnaire. Tell participants that their opinions and ideas will be used as a springboard for discussion of complex, interagency issues. Assure them that they will not hand in their responses.

Tip for the Trainer:

Participants may express strong feelings during this activity based on their past experiences in working with LEAs. While it is important to acknowledge their feelings, the focus of the activity should remain on debunking the myths.
Allow participants 10 minutes to complete their responses. When everyone has finished, ask for volunteers to begin the discussion by sharing their opinions. Use the Discussion Guide below as a guide for discussing the items.
Distribute Handout 9-Just the Facts and review it with participants. This handout summarizes the main points of the discussion guide.

Use the guide below to discuss the responses to the questionnaire.

Discussion Guide

Q: When a child with a disability enrolls in Head Start, is the Head Start program completely responsible for assuring that he or she receives the necessary services?

The answer to this question is complex. Many misunderstandings on this issue arise because each party assumes the responsibility belongs to the other. When a child with a disability enrolls in Head Start, her Individualized Education Program (IEP) will clearly state what special services she requires. If an IEP has not been developed beforehand, Head Start staff, parents, specialists, and LEA staff will work together to create one. Often, the child may receive necessary special services right at the Head Start program. Head Start program staff need to work closely with LEA staff to meet the needs of children with disabilities enrolled in Head Start. Both the Head Start program and the LEA are each 100 percent responsible for working together to assure children with disabilities receive all needed services. This requires a collaborative effort and attitude on everyone's part. One way to launch the necessary partnerships is to work together on establishing a written interagency agreement.

Q: Regular preschool programs such as Head Start can provide effective services to children with mild or moderate disabilities. Can Head Start serve children with more significant disabilities?

There is no set of exact specifications to describe settings that are most appropriate for children with disabilities. Every child with disabilities has a unique set of abilities and needs, as do children who are typically developing. The severity of a child's disabling condition is not the sole factor used to determine what is the best educational setting. Identifying the child's strengths and needs in an IEP is the best way to decide on the most appropriate Least Restrictive Environment (LRE). That is the purpose of the IEP meeting: to develop an appropriate plan with the required parental input, a plan that considers available options, such as Head Start, an LEA preschool program, or another early childhood program. The IEP process also protects the rights of the child and her family to receive the services detailed in the IEP.

Q: Can children who are delayed in their development or immature for their age benefit from an additional year in Head Start? Will waiting an additional year ensure that they will be successful in kindergarten?

Having children spend an additional year in Head Start is usually not the answer, although there may be cases where a child's IEP provides strong rationale for keeping the child in Head Start for an additional year. In either case Head Start staff should collaborate with public schools to make sure there are smooth transitions from Head Start to public schools for children with a wide range of abilities. This collaboration might involve inviting kindergarten teachers to see what happens in Head Start classrooms or joint training sessions for Head Start and public school staff. Schools across the country are becoming more aware of how to adapt their curriculum to accommodate children who need more support.

Q: If parents choose to enroll their child with a disability in a preschool program other than the LEA's, does the child retain her right to FAPE provided by the LEA?

A child's right to FAPE is never forfeited. Sometimes the most appropriate placement for a child with a disability is a private program for which a tuition must be paid. This is a decision that is made by parents as integral members of the team. Regardless of where a child with a disability is placed, the LEA retains responsibility for ensuring compliance with the IEP. Another agency may actually implement or address the goals of a child's IEP, but the family's right to FAPE is never forfeited.

Q: Are teacher-directed methods more effective than child-initiated methods in enabling children with disabilities to gain specific skills?

The needs of the child, as outlined in his IEP, help determine what teaching methods will enable him to build on existing skills and learn new ones. The overriding issue is not whether the activities are teacher-directed or child-initiated, but the specifics of the IEP and the best approach for the individual child and his family.

Q: Is the LEA completely responsible for delivering all special services for children with disabilities in the community?

The language of both the Head Start Act and IDEA indicate that both parties are responsible for assuring that necessary services for children with disabilities are provided. The LEA is also likely to have a plan for implementing IDEA that will influence its relationships to Head Start programs in its service area. Consequently, it is extremely important for members of Head Start management teams to understand which areas of their programming such a plan might affect. Head Start and LEAs are both responsible for establishing collaborative agreements that support the special needs of young children with disabilities and their families. Head Start managers should seek the support of their regional Training and Technical Assistance (T/TA) provider in this effort.

Q: Do Head Start and other community-based programs need consultant specialists to make informed referrals to the LEA?

Not necessarily. Head Start teachers are professionals with experience in the assessment of young children with a wide range of needs and abilities. Fundamental skills that teachers need to be sound referral sources are the ability to observe children, interpret their observations, write them down in a nonjudgmental way, and solicit the parent's observations for confirmation. It is important to remember that a referral cannot be made without parent approval.

Q: If Head Start conducts its own evaluation of children with disabilities, does it have to share this information with the LEA?

Only with parent permission can evaluation results be shared. In many cases the willingness to share this information facilitates collaborative relationships with LEAs and avoids duplication of resources and additional burdens for the child and parents.

Q: Should Head Start programs contribute money to related services for children with disabilities?

One of the difficult parts of negotiations between Head Start programs and LEAs is getting past the misconception that each is somehow “holding out” on the other with respect to funds available for needed services. Both parties have guidelines to follow regarding allocating funds for serving children with disabilities and their families, and should enter into partnerships with other agencies prepared to be fully responsible within the limits of their program's regulations. Whenever possible, Head Start should look for ways to contribute to related services, for example, providing transportation, paying for mental health professionals, etc. Such contributions will only strengthen a Head Start program's relationship with LEAs, which will result in better services for children.

Q: Will the transition from Head Start to public school be difficult for families of children with disabilities because LEAs do not offer parent support services?

It is not useful to assume that LEAs do not offer support for parents, particularly parents of children with disabilities. In fact, Head Start can ease the transition for families by helping them develop positive relationships with public school staff well before their children enter school. Head Start, for instance, can jointly sponsor awareness sessions with LEAs to help Head Start parents understand the types of services that will be available in the public schools, the role parents play, and strategies for advocating for their children. Head Start staff can also help link families with parent groups and other resources that can ease the stress involved in transition. For instance, some LEAs have parent advisory councils that bring parents of children with disabilities together for training and support. These councils may also advise directors of special education on needed services and district-wide plans.

Summing Up

Conclude this activity by summarizing information and highlighting key points. Emphasize that collaboration is a process that takes time, time to dispel myths while creating a common vision for disabilities services. Both processes are instrumental in establishing trust and building successful partnerships with LEAs.

Activity 3-2: Procedural Safeguards

Purpose: This workshop activity illustrates the procedural safeguards that protect the rights of parents of children with disabilities. These safeguards define the role Head Start managers play in facilitating the relationship between parents of children with disabilities and LEAs. All managers must understand that Head Start staff have an important responsibility to empower and advocate for the parents in their program.

Preparation

Duplicate: Handout 10-Carmen and Jonathan: one for each participant
Handout 11-Defining Family-Centered Support: one for each participant

Leading the Activity

Introduce the activity by explaining its purpose and the agenda for this session.
Distribute Handout 10-Carmen and Jonathan.
Allow 15 minutes for participants to read the handout.
Ask participants to answer the question “If you were Rachelle, what would you say to Marie?” Ask them to write their responses in the space provided.
Ask for volunteers to share their responses with the rest of the group.
Lead a discussion of key issues in the story using the discussion guide below.

Discussion Guide

When you ask for volunteers to share their responses, encourage the dialogue by using the questions below:

What factors does Rachelle need to consider when she discusses Jon's therapy with Carmen?
How far should Rachelle go in trying to convince Carmen to consider having Jon receive therapy in the classroom setting?
Was Rachelle wrong to let Carmen go down this path and say the things she said at the IEP meeting?

In your discussion, be sure to emphasize these points:

IDEA (P. L. 101-476) clearly defines and protects the rights of parents of children with disabilities to participate in the decisions made about their children's education. These rights include informed consent. This means that parents must clearly understand and agree to the evaluation and program decisions made for their children.

Free and appropriate public education is the right of every child, including children with disabilities. The most appropriate setting is decided based on the unique strengths and needs of each child.

Head Start staff (and the staff of cooperating LEAs) have the responsibility for helping parents understand all of their rights. It is not safe to assume that they will know them. It is a violation of a parent's rights to allow them to enter into the decision-making process without all the information they need in order to give informed consent.

Parents are the ultimate decision-makers in the IEP process. An IEP cannot be implemented without a parent's permission.

A family-centered approach to services supports a parent's right to informed consent. It helps parents consider all their options and empowers them to make decisions in the best interests of their children. This empowerment and consideration applies even when parents do not agree with a program's goals or philosophy about inclusive practices (distribute Handout 11-Defining Family-Centered Support here if you think it will further the discussion).

All Head Start staff need to understand their program's commitment to inclusive practices. This is critical for staff who work closely with parents of children with disabilities.

In this case, even though Rachelle was committed to having specialists in the classroom, she also knew that the decision of what to do for Jonathan was ultimately Carmen's, and that she needed to respect Carmen's thoughts and wishes. Furthermore, it would be harmful to her relationship with the family to undermine Carmen by disagreeing with her in front of Marie. Rachelle's response to Marie should clarify her knowledge of Carmen's rights and explain that her role in that meeting was to support Carmen.

Summing Up

Sum up the discussion by highlighting the importance of procedural safeguards and the role that Head Start managers play in supporting parents. These are particularly significant if managers are striving to offer family-centered support to children with disabilities and their parents. Managers may also have the crucial responsibility of helping parents understand their rights and empowering them to exercise those rights (even if they do not coincide with the program's goals). Remind participants that in previous activities, the team discussed its goals for quality disabilities services. It is imperative that all staff understand these goals and that their actions reflect them.

Activity 3-3: The Role of Head Start Staff in IEP Meetings

Purpose: This coaching session is designed to prepare participants for their supervision of staff who work with children with disabilities and their families. In order to do this effectively, Head Start managers need a thorough understanding of the procedural safeguards that are outlined in IDEA. Supervisors must guide staff in ways that demonstrate an understanding of the laws that protect children with disabilities and their families.

Preparation

To prepare for this session:

Review all the directions and handouts.
Duplicate Handout 9-Just the Facts, and Handout 10-Carmen and Jonathan: one for each participant

Conducting the Session

Welcome the participants and discuss the purpose of today's session. Explain that during this session they will learn about the procedural safeguards of IDEA that protect certain rights of children with disabilities and their parents.
Give each participant a copy of Handout 10-Carmen and Jonathan. Explain that it tells the story of a Head Start staff person helping a family with the Individualized Education Program (IEP) process. Explain to participants what an IEP is if they do not know already.
Allow 15 to 20 minutes for participants to read the handout and respond to the question at the end of the story: “If you were Rachelle, what would you say to Marie?”
Invite participants to share how they responded to the question. Use the questions and the discussion guide below to help lead the discussion.
Distribute Handout 9-Just the Facts, and discuss the important points it raises.

Ask participants to consider the following questions:

What factors does Rachelle need to consider when she discusses Jon's therapy with Carmen?
How far should Rachelle go in trying to convince Carmen to consider having Jon receive therapy in the classroom setting?
Was Rachelle wrong to let Carmen go down this path and say the things she said at the IEP meeting?
Think about the overall agreement between the LEA and the Carver Head Start Center. How will the decisions made at this meeting impact the way other children receive services?
Is there an alternative, besides having Jonathan go to the clinic for therapy, that could potentially satisfy everyone? What would work? When and how should it be presented?
Imagine you are Rachelle's supervisor. If she came to you for advice on how to discuss the options for Jonathan and the program's philosophy on inclusion, what would you say?
As a supervisor, if Rachelle came to you before her meeting with the LEA, what advice would you give her on how to proceed with the meeting based on Carmen's wishes?

Discussion Guide

Free and appropriate public education is the right of every child, including children with disabilities. Decisions about the most appropriate setting are based on the unique strengths and needs of each child.

Head Start staff (and the staff of cooperating LEAs) have the responsibility to help parents understand all of their rights. It is not safe to assume that they will know them. It is a violation of a parent's rights to allow them to enter into the decision-making process without all the information they need in order to give informed consent.

Parents are the ultimate decision-makers in the Individualized Education Program (IEP) process. An IEP cannot be implemented without a parent's permission.

All Head Start staff need to understand their program's commitment to inclusive practices. This is critical for staff who work closely with parents of children with disabilities.

In this case, even though Rachelle was committed to having specialists in the classroom, she also knew that the decision of what to do for Jonathan was ultimately Carmen's. It would be harmful to her relationship with the family to undermine Carmen by disagreeing with her in front of Marie. Rachelle's response to Marie should clarify her knowledge of Carmen's rights and explain that her role in that meeting was to support Carmen.

Wrap-Up and Next Steps

Sum up the discussion by highlighting the importance of procedural safeguards and the role that Head Start managers play in supporting parents and supervising staff. Head Start staff have an important role in advocating for and supporting the rights of parents of children with disabilities, and they need the guidance and support of managers to do this job effectively. It is also important for managers to know when to intervene and collaborate with staff in their communication with LEAs to address the often complex needs of children with disabilities and their families. Distribute and review Next Steps: Ideas to Extend Practice. Help participants choose the Next Step(s) they would like to pursue.

Activity 3-4: Images of Collaboration

Purpose: The previous activity focused on the procedural safeguards that define how Head Start managers advocate for and collaborate with parents. In this workshop activity, participants focus on a different kind of collaboration: that between Head Start programs and LEAs. The videotape Getting Together serves as the centerpiece, vividly illustrating the issues that Head Start programs and LEAs confront as they provide services for children with disabilities. This video will help participants examine strategies for promoting collaboration in their own community.

Preparation

Arrange for: VCR, monitor, and videotape Getting Together

Preview: Getting Together, which is 20 minutes long, at least twice. If you need to order a copy of this video, refer to the Resources section.

Duplicate: Handout 12-Viewer's Guide: one for each participant

Leading the Activity

Introduce the activity and review the agenda with participants. Tell them they are about to watch a videotape, Getting Together, that was made in Kansas about a Head Start program and an LEA. Explain that this videotape is a case study that will provoke their thinking about the issues that can arise when Head Start programs and LEAs develop collaborative agreements.
Distribute and briefly review Handout 12-Viewer's Guide. Explain that these questions will help focus their viewing and the subsequent discussion.
Show the videotape.
Begin the discussion by asking participants to share their general reactions to the videotape. Use the questions on Handout 12-Viewer's Guide to prompt the group. Ask participants to share their observations and ideas, using examples from the videotape. Use the Discussion Guide below to raise key issues and help participants realize the importance of collaboration and the need for all members of the management team to support the effort.

Discussion Guide Use the following key points to reinforce the team's observations.

Collaboration is, first and foremost, based on a relationship of mutual respect and trust. Sometimes collaborative efforts start and evolve slowly. In one program, a relationship with a new administrator from the LEA or early intervention program may begin with a breakfast, so that key players have a chance to meet and informally chat with one another. Another program might decide that they need a more formal discussion or training about what Head Start is and does, as well as what the LEA or early intervention program is and does. Other programs may start with agreements about joint training sessions for staff and move relatively quickly to establishing more comprehensive and formal agreements. Programs may collaborate to plan training, and provide opportunities for staff to visit one another's sites.
Mutual understanding lays the foundation for a strong relationship. Key elements of relationships help strengthen collaboration, resulting in better services for children. To achieve this result, managers must be willing to do the following:
- abandon the notion of protecting “turf”
- acknowledge one another's expertise
- evaluate the contributions that each can make
- recognize that each brings a unique perspective that grows out of their district rules and regulations, and an understanding of their community

Summing Up

As the video illustrates, collaborative efforts between Head Start and the LEA work best when people “at the top” believe in the effort, make it a priority, and model it for staff. All managers must be aware of the goals, support them actively, and reinforce the message with staff they supervise.

Conclude the activity by reminding participants that even the most successful collaboration efforts can begin slowly and cautiously. Sustained effort over time can help agencies build the necessary mutual respect to create integrated services.

Activity 3-5: Getting Together

Purpose: The Head Start Act and IDEA indicate that Head Start programs and LEAs have a responsibility to serve young children with disabilities. While Head Start programs' and LEAs' responsibilities differ, they must work together to meet the needs of children with disabilities in Head Start. This coaching session will help participants assess their program's relationship(s) with LEAs and identify their role in supporting this effort.

Preparation

This session has three parts: 1) viewing the videotape Getting Together; 2) interviewing other Head Start managers who work closely with LEAs; and 3) creating a plan for further developing collaborative relationships with LEAs or staff from other community agencies. At the end of the session, participants will choose which Next Steps they will work on to extend their learning. To prepare for this session:

Review all the directions and handouts for this session and Next Steps: Ideas to Extend Practice
Arrange for a VCR, monitor, and videotape Getting Together.
Preview Getting Together (20 minutes) at least twice. If you need to order a copy of this video, refer to the Resources section.
Invite one or two other Head Start managers to attend the second half of the session. Make sure that the managers you select have experience collaborating with LEAs. Ask these managers to collect pertinent information about one or two LEAs the program currently works with, including the key players, history of the collaboration, and status of interagency agreements. Suggest that the invited managers use Handout 13-Topics for Formal Agreements and Handout 14-Suggestions for Collaboration to identify key areas (for example, diagnosis, service delivery, transitions, joint initiatives) to cover during the discussion.
Duplicate Handout 9-Just the Facts, Handout 12-Viewer's Guide, Handout 13-Topics for Formal Agreements, Handout 14-Suggestions for Collaboration, and Next Steps: Ideas to Extend Practice: one for each participant

Conducting the Session

Welcome participants and briefly discuss the purpose of the session. Tell participants that they will first view a videotape illustrating the issues that Head Start programs and LEAs confront as they provide services for children with disabilities. Then they will have an opportunity to talk with other Head Start managers about the program's collaborative efforts with LEAs in their communities.
Distribute and briefly review Handout 12-Viewer's Guide. Explain that these questions will help focus their viewing of the videotape and the subsequent discussion.
View the videotape and discuss it with participants. Use Handout 12-Viewer's Guide to guide the discussion. During the discussion, emphasize the importance of collaboration and need for all members of the management team to support this effort.

Tip for the Coach:
You may use the Discussion Guide from Activity 3-4: Images of Collaboration to reinforce participants' observations about the video.
Explain that during the next 30 minutes, the invited managers will discuss the program's relationship with one or two LEAs. Ask participants to prepare two to three questions to ask their guests that will help them better understand their program's collaboration as well as their own (possible) roles in supporting the effort.
Welcome the guests. Ask them to provide an overview of the LEAs they selected: who they are, the history of their relationship with the Head Start program, and particular challenges they have faced as well as successes. Then invite them to provide examples that capture their working relationship in several of the key areas: Child Find, joint training, etc.
Facilitate a discussion, encouraging participants to ask their questions. Use the discussion to help participants gain a more accurate picture of the program's current relationship with LEAs and identify their own role in supporting the program's collaborative efforts.
Thank the guests for their time and insights, then discuss with participants what they have learned. Ask participants to identify three steps they will take to support their program's collaborative efforts with LEAs.
Distribute and review Handout 9-Just the Facts, Handout 13-Topics for Formal Agreements, and Handout 14-Suggestions for Collaboration. Explain that these handouts provide an overview of Head Start and LEA mandates.

Wrap-Up and Next Steps

Briefly summarize the session with participants and highlight key points. Stress that even the most successful collaboration efforts can begin slowly and cautiously. Sustained effort over time can help agencies build the necessary mutual respect to create integrated services.

Distribute and review Next Steps: Ideas to Extend Practice. Help participants choose the Next Step(s) they would like to pursue.

Activity 3-6: Taking Stock and Setting Priorities

Purpose: All Head Start programs are mandated to develop written interagency agreements with LEAs. To maximize the benefits for children and families, Head Start managers must also take stock of their collaborative efforts and set goals for meeting their mandates. This workshop activity will help participants assess their current relationships with LEAs and set priorities for launching and strengthening their collaborative efforts.

Preparation

Arrange for: Easel, chart paper, markers, and tape

Prepare: Ask the disabilities services manager (DSM) to come prepared to present an overview of the program's working relationship with one or two local education agencies (LEAs), including the key players, history of collaboration, and status of interagency agreements. Suggest that the DSM use Handout 13-Topics for Formal Agreements and Handout 14-Suggestions for Collaboration to identify key areas (for example, diagnosis, service delivery, transitions, joint initiatives) to cover during the presentation.

Duplicate: Handout 13-Topics for Formal Agreements: one for each participant Handout 14-Suggestions for Collaboration: one for each participant

Leading the Activity

Explain the purpose of the activity and review the agenda with participants. Emphasize that interagency collaboration depends on both parties' commitment to carry out the spirit and letter of their mandates. Point out that written interagency agreements prevent misunderstandings that can often occur when different agencies attempt to work together. Such agreements, mandated by the Head Start Program Performance Standards, are also valuable in other ways:
- The decisions and procedures spelled out in an agreement can provide guidance even when critical personnel change.
- An agreement clarifies agency roles, which leads to a common set of expectations.
- It clearly defines routine procedures, allowing staff to focus their energies and resources on unusual situations that require adaptation.
Distribute and review Handout 13-Topics for Formal Agreements and Handout 14-Suggestions for Collaboration. Emphasize that by developing true collaborative agreements, Head Start programs and LEAs will be better equipped to offer quality services for children with disabilities and their families.
Tell participants that the DSM will now present an overview of their program's relationship with one or two LEAs. Such a presentation will help them better understand their program's collaboration, and help them consider their own (possible) roles in supporting the effort.
Give the DSM 20 minutes to describe the program's current relationship with one or two LEAs, including information about key players; the status and quality of the interagency agreement; how it was developed and how it is used; the successes they have had and the challenges they face; as well as contributions each agency has made in key areas (for example, diagnosis, service delivery, transitions, joint initiatives).
With participants, choose one LEA to focus on during the remainder of the session. Then help participants identify and plan steps to further the relationship with that LEA. Ask:
- What has worked well?
- What are the current difficulties?
- How can we build on our current relationship?
- What do we need to change in ourselves in order to improve our working relationship with the LEA?
- What are reasonable next steps?
  
  Write the team's answers on chart paper.
After 20 to 30 minutes, ask participants to reach agreement about the most important next steps (generated above) that will strengthen their current relationship with the LEA, with a vision of creating a working written agreement. Write each step on chart paper. Ask managers to identify who will be responsible for taking the lead on each step, the timeline for each step, and ways other members of the management team and staff can support the lead person.

Summing Up

Tell participants that assessing their current relationships with LEAs and setting priorities and goals is an important step in improving interagency relationships, and in establishing meaningful written agreements. Point out that such a process can also help Head Start managers assess their program's relationship with early intervention programs and other community agencies, and develop next steps.

Next Steps: Ideas to Extend Practice

As the management team, there are ways you can extend what you have accomplished during these activities. Ways to continue this work include:

The Head Start Program Performance Standards require that programs develop a disabilities services plan (DSP). The purposes of the DSP are to assure that delivering quality services to children with disabilities and their families is a program-wide effort, and to ensure that resources are used efficiently.

As a first step, managers might review, as a team, the standards related to the DSP, asking the disabilities services manager (DSM) for clarification as needed. The DSM might then do the following:

give an overview of the program's current plan
provide a handout describing the plan's format and main sections
distribute the current plan and suggest sections of the plan that are in need of strengthening

The management team can then review the plan and revisit materials they created together while engaging in the guide's activities. For example, if they conducted all of the activities, the team generated the following items which will help in enhancing their plan and the services they provide:

goals for disabilities services in their program, from Activity 1-2: Setting Program Goals for Disabilities Services
ideas for putting the law into practice in Handout 3-Dayne's Story, from Activity 2-1: What Does It Mean for Us?
initial plans for assessing program accessibility in Activity 2-3: Let's Take A Look
strategies for furthering the relationship with local education agencies (LEAs) in Activity 3-6: Taking Stock and Setting Priorities.

The work accomplished during the previous activities, along with the materials generated and the current plan can then be used to engage all managers in a substantive discussion about goals and services, responsibility for providing children with disabilities and their families a quality program, resources available and needed improvements.

Subsequent steps might involve all managers in developing an action plan for completing or revising the DSP. Participants should also include steps they can take to help staff and parents understand the DSP and the policies that support it.

Such planning and program-wide participation can result in a thoughtful DSP that meets or exceeds the requirements of the Head Start Program Performance Standards and reflects the quality services that are being provided by the program.

Use Activity 3-1: Myths and Reality with staff you supervise in your own program area.
View the video Getting Together again. (If you need to order a copy of this video, refer to the Resources section.) This time, focus on key concepts addressed in the video such as turf issues, staffing, service delivery (meals, transportation, medication), involving parents, and constraints as they relate to your work with one of your LEAs. Because the videotape covers a number of these topics rapidly, you may want to stop it at critical points to discuss the issue being raised and its implications.
Schedule additional management team meetings to continue the work begun in Activity 3-6: Taking Stock and Setting Priorities. As a team, continue to identify ways to strengthen relationships with each LEA in your program's service area, and ways each manager can contribute. Plan steps in the collaboration process with an eye to securing a formal written agreement.
Plan a joint session with the management team and key personnel from an LEA. Use the video Getting Together as a springboard for discussing what is possible and identifying strategies to strengthen the current relationship. In your discussion, identify how you can use the interagency agreement to provide guidance, reflect your common vision, and strengthen your collaboration.

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