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.

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2. 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.

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

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

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5. 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.

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

No
Implementation

Minimal
Implementation

Moderate
Implementation

Complete
Implementation

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.

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

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

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

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Rating for Relationships with CPSE:

No
Implementation

Minimal
Implementation

Moderate
Implementation

Complete
Implementation

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

• a transition timeline

• formal mechanisms for sharing information between partners

• methods for transferring relevant records and standards for their delivery, and procedures for encouraging families to take an active role in the transition process

2. 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

• teachers/staff design appropriate transition experiences to prepare the child

• families receive information about the transition process, the components and steps in transition, transition options and the specific timelines for transition

3. 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.

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

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5. Transition services are consistent with IEP recommendations.

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Rating for Relationships with Transition Partners:

No
Implementation

Minimal
Implementation

Moderate
Implementation

Complete
Implementation

Exemplary
Implementation