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INTRODUCTION

Young children develop in many ways--physically, intellectually, socially, morally and spiritually. They have different potentials and develop at different rates. As they grow, some children experience delays in one or more areas. These children with delayed development benefit from therapies, support services, and special education which stimulate their development and help them to overcome or "work around" their developmental lags.

You as a parent want what is best for your child. If your child has some developmental delays, you are probably interested in finding help. This booklet describes for you the publicly supported services in Montana that are available for children, birth through age six, who are experiencing developmental delays, disabling conditions, or who are "at risk" for developing them. Reading through this booklet will give you an idea of what choices are available to you and how you can make the best use of services for your child.

With all of the services described, parents are under no obligation to enroll their children. The purpose of this booklet is to let you know what can be available for your child. The choice about whether to participate is up to you. This booklet is intended to assist you as you make decisions about your child's FIRST STEPS in the educational process.

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Part I: Infant and Toddler Programs

1. Why Early Learning?

When children are very young, we expect most of their needs to be met by their families. But when children have developmental problems, it is sometimes necessary to supplement what the family can do by seeking help from professionals like doctors, nurses, teachers, and therapists. Getting outside help and support early enough often has the effect of lessening a child's problems and helping him or her to develop more normally. Though it is sometimes difficult to think of infants and young children as "going to school," early training and therapy can make a tremendous difference.

The preschool years are learning years for all young children. But for children with special needs, early learning takes on greater importance. Such skills as walking, talking, learning to feed and dress oneself, and getting along with others are often learned before the age of six. Some of these skills, such as language development, are best taught during the preschool years. The value of early learning activities has been recognized in Montana and there are a number of useful services available for infants, toddlers and preschool children with special needs.

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2. Values We Share

Montana's early learning services for children with special developmental needs are based on the following set of beliefs and values:

• As much as possible and appropriate, children belong in families.
• Families need supports so they can nurture their children in the home.
• Parents should be empowered to make their own decisions about how to meet their children's needs.
• Infants, toddlers, and children with special developmental needs must receive their services in natural environments (where they would be if they had no disability) and should have opportunities for inclusion in the typical activities of their families, neighborhoods, public schools, and communities.
• Activities for children with special developmental needs should be appropriate to their ages.
• Services for children should be individualized and should reflect high expectations for their growth and development.
• Access to services is based on eligibility and family choice.
• To the greatest degree possible, services to children should be provided through cooperation among parents, professionals and service agencies.
• When speaking about children and adults who have disabilities, always emphasize the "person first," for example, say "my son, who has a disability", not "my disabled son." The reason for this "person first" emphasis is to help ourselves and others in our communities to understand that people with disabilities are just people, like everyone else.

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3. Services Guaranteed by Law

Both federal and state law guarantee services to eligible young children with special developmental needs. The federal law--Public Law 105-17-- authorizes a grant program to deliver early intervention services to children with disabilities from birth through two years. Montana has decided to participate in this program and has selected the Department of Public Health and Human Services, Developmental Disabilities Program, as the agency responsible for providing services to infants and toddlers (0-2) with developmental delays. P.L. 105-17 also extends the benefits of the federal special education law--Individuals with Disabilities Education Act (IDEA)--to children with disabilities between the ages of 3 and 6. In 1987, the Montana legislature passed HB 511 which parallels the federal law and requires all elementary school districts to establish and maintain special education programs for children with disabilities who are between the ages of three and six inclusive. Special services are available for two age groups: 0-2 and 3-5. The Infant and Toddler Program is the responsibility of the Developmental Disabilities Program. The Preschool Special Education Program is administered by the Office of Public Instruction (OPI), Division of Special Education, and local school districts. These two systems--DDP and OPI--have somewhat different procedures and eligibility criteria. In this booklet, you will find information about the differences in the systems and about the ways the systems cooperate to serve children.

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4. Eligibility for the Infant and Toddler Program

Children from birth up to age three with developmental delays are eligible for services in the Infant and Toddler Program. These services end when the child reaches three years of age. Montana has the following definition for program eligibility:

Children from birth through age two inclusive, are eligible for early intervention and family support services under Part C of the Individuals with Disabilities Education Act (IDEA) if they:

1. Have a diagnosed physical or mental condition that has a high probability of resulting in developmental delay (e.g. sensory impairments, inborn errors of metabolism, microcephaly, fetal alcohol syndrome, epilepsy, Down syndrome or other chromosomal abnormalities), even though the delay may not exist at the time of diagnosis; //OR
2. Are experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures in one or more of the following areas:
   1. Cognitive delay;
   2. Physical development, including vision and hearing;
   3. Speech and language development;
   4. Social and emotional development;
   5. Self-help skills.

The criteria to be used in determining a child's eligibility as a result of developmental delay includes;

1. A minimum of 50% delay in any one of the above developmental areas; or
2. A 25% delay in two or more of the above areas.

Informed clinical opinion must be used in determining eligibility for services under Part C if there are no standardized measures, or the standardized measures and procedures available are not appropriate for a given age or developmental level.

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5. Cost

If a child is eligible for the Infant and Toddler Program, the child receives services in the program without cost to the family.

However, if the child is eligible for Supplemental Security Income (SSI) or other similar programs, or has private health insurance, funds from these programs or insurance benefits may be used first before Part C dollars can be used to pay for services in the Infant and Toddler Program. Part C can make interim payments if there would otherwise be an unacceptable delay in provision of services. Part C would then seek reimbursement from the originally responsible public or private source.

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6. Evaluation

In order for a child to be eligible, he or she must have received a comprehensive assessment, including all of the relevant information available about the child's development. A child may not be evaluated unless the parents give their written permission. The assessment data is gathered by a team which includes the parents, a Family Support Specialist, medical practitioners, or others who have knowledge of the child's abilities and special needs. Parents are important contributors to the evaluation process. They have the right to help choose which evaluation tools will be used and to participate in the assessment process at the level which is comfortable for them. The results of the evaluation must be explained to parents in understandable terms. Parents have a right to receive copies of the evaluation results.

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7. Diagnosis

Children with developmental delays often are "diagnosed" by a variety of professionals. They may receive a number of different medical diagnoses or descriptions: Down syndrome, pervasive developmental delay, multi-handicapped, medically fragile, low birth weight, sensory impaired, brain damaged, cerebral palsy, and many more. Some children receive no specific diagnosis. For the purpose of qualifying for the Infant and Toddler Program, the child does not need a medical diagnosis, but does need a functional description of what he/she can or cannot do. A functional diagnosis tells which developmental milestones--smiling, gurgling, sitting up, walking, talking and so forth--a child has mastered. The child's performance is measured against what is considered normal development for a particular age. Functional diagnosis is helpful for planning special programs for a child, but it may not shed any light on the causes for delays in development.

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8. Individualized Family Service Plan (IFSP)

After a child has been found eligible for Part C services, the parents, a Family Support Specialist, and other professionals meet as a team to write an Individualized Family Service Plan (IFSP). The IFSP includes:

• the child's present level of development
• the family's strengths and needs relating to enhancing the child's development
• the outcomes expected to be achieved, written in the family's own words
• objectives describing how the outcomes will be accomplished
• a listing of the family support services, including when, where, how often, and how each service will be paid for
• projected dates for the starting of services and anticipated length of such services
• name of the service coordinator
• steps to be taken to support transition.

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9. Review of the IFSP

If a parent is not satisfied with some aspect of the IFSP, the parent may sign off on services they want and revisit other issues and service needs as time goes on. Parents must approve of at least one outcome and set of objectives in order to begin services. IFSPs are dynamic documents which can be changed as families' needs change.

The IFSP must be reviewed at least every six months. If a change in the IFSP is needed sooner than 6 months, the parent or anyone working with the child may call for a meeting to revise the IFSP.

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10. Types of Services

The Infant and Toddler Program allows for a wide variety of possible services to meet the family's and the child's individual needs, including:

• special instruction
• parent and family education and counseling services
• speech pathology and audiology services
• occupational therapy services
• physical therapy services
• psychological services
• service coordination and social work services
• home visits
• early identification, screening and assessment
• health services necessary to benefit from early intervention services
• nutrition services
• vision services
• assistive technology devices and services
• transportation and related costs.

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11. Family Involvement

Family involvement is basic to the Infant and Toddler Program. Parents are involved as primary decision-makers in every step, including: identifying family needs and resources identifying what role they wish to play in their child's evaluation identifying who the members of the IFSP Team will be determining the desired outcomes on the IFSP identifying the role they wish to play in service coordination determining how often and when home visits will take place choosing which resource and service options to pursue, and evaluating the progress of the IFSP and deciding on necessary changes. A child cannot be evaluated or served without the consent and involvement of parents.

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12. Professional Roles

The individuals who work with children in the Part C Program must be qualified professionals. They may include any of the following: family support specialists special educators speech and language pathologists audiologists occupational therapists physical therapists psychologists social workers nurses nutritionists. A professional is considered qualified if he or she has met the standards set for licensure by the State of Montana. To deliver Part C service coordination in Montana, a professional must hold Family Support Specialist certification from the Developmental Disabilities Program. Habilitation aides or teaching assistants who do not have professional credentials may provide some services as long as they are properly supervised and trained by a licensed professional or a certified Family Support Specialist.

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13. Family Centered Services

Infants and toddlers do most of their early learning in their families. Parents are their children's first and best teachers. However, when children have special learning and developmental needs, parents sometimes seek the assistance of professionals with experience in particular areas like speech and language, physical therapy, occupational therapy, health services, behavior management, or infant stimulation. Any or all of these special services may be needed by a child, but the child still remains part of a family. Whatever services are provided must be offered in the context of the family.

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14. Family Support

Raising a child with developmental delays can be challenging for parents. They are faced with sorting through the advice of professionals and making decisions that they think are in the best interests of their child. They must deal with greater demands on their time, energy, marital relationship, and financial resources. They must consider the needs of all family members--the child with special needs, other children, close relatives. They must struggle, too, with their own emotions, disappointments, and concerns about the future. The Infant and Toddler Program is intended to support families as they meet all of these challenges. The program is not supposed to impose any particular philosophy or to be intrusive in family life. Instead, the Infant and Toddler Program attempts to meet the developmental needs of children and the needs for support which families themselves identify.

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15. Parents' Rights

Parents of a child in the Infant and Toddler Program have the following rights:

• timely resolution of complaints
• confidentiality of personally identifiable information
• opportunity to examine records
• appointment of a surrogate parent if natural parents are not available to represent the child
• prior notice for identification, evaluation, placement or provision of services
• notice in the parent's native language
• continuation of services to the child during a period when action is being taken on a complaint.

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16. Settling Disagreements

If a parent disagrees with professionals on the IFSP Team, the parent can:

• try to resolve the disagreement informally
• ask for another meeting of the IFSP Team to discuss the issues again
• utilize the agency's internal grievance procedures
• appeal to the Administrator of the Developmental Disabilities Program
• file a complaint with the Director of the Department of Public Health and Human Services
• appeal through a district court or file a civil action.

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17. Transition at Age 3

At least 90 days and up to six months before a child's third birthday, the IFSP Team must hold a meeting to plan the child's transition from the present program to the child's next step. Some children will need no further special services. Others will move into the Preschool Special Education Program provided by the local school district or special education cooperative. Still others may need services supported by other local programs such as Head Start or a community child care center. Some families will continue to receive services from their early intervention agency, but these state-funded services are limited and not covered by the Individuals with Disabilities Education Act.

For children needing Preschool Special Education, a joint planning meeting (or meetings) must occur at least 90 days before the transition from Part C to preschool special education. Since eligibility criteria are not exactly the same between the 0-2 and the 3-5 programs, combined meetings between the programs can set up a process for evaluating the child and determining eligibility for preschool special education services.

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18. A Brief Guide to the Preschool Transition Process

Preschool Transition focuses on the child's third birthday because:

• the child is no longer eligible for the IDEA/Part C early intervention program;
• the child may be eligible for the local IDEA/Part B Special Education program; and
• the child may be eligible for other discretionary (not required by law) disability services.

Child Find is the process of discovering children who may be eligible for services. Finding eligible children:

• is the responsibility of both the early intervention agency and the public school;
• requires cooperation across the family, the early intervention agency, and the public school to ensure smooth transitions between programs; and
• ensures that the family may use the Transition Planning Meeting procedure described in Section 17 or other child find procedures to access the IDEA preschool special education program.

Your Family Support Specialist will, with your permission:

• convene a Transition Planning Meeting at least 90 days and up to six months prior to the child's third birthday;
• invite a representative from the local public school's special preschool education program to attend the meeting;
• schedule the Transition Planning Meeting at a time and place that is mutually agreed upon by all those who will attend; and
• assist your family through the transition process.

The "core team" of the Transition Planning Meeting:

• includes parents of the child, the family's Family Support Specialist, and a representative of the local public school or special education cooperative;
• determines whether other parties should participate, as necessary;
• discusses the similarities and differences between early intervention and special education programs under IDEA;
• discusses the termination of Part C early intervention services;
• advises the family about alternatives to special education if the child is not eligible to continue under IDEA services, or if the parent chooses not to refer for IDEA services;
• if the family wishes, arranges for the family to meet special education personnel and visit possible preschool sites;
• with written parental consent, shares records (assessments, evaluations, IFSPs, other useful information) with the public school preschool special education program;
• helps the family to recognize the stress inherent in making the change from one program to another;
• assists the child and the family to begin to develop a trusting, effective working relationship with the staff and administration of the preschool special education program.

The purposes of the Transition Planning Meeting are:

• to provide the family an opportunity to meet the public school staff and to begin to develop mutually supportive relationships;
• to review the child's priority outcomes for the time from his/her third birthday through the beginning of the next school year;
• to describe the steps and anticipated outcomes of the transition process;
• to consider future needs and placements in relation to current services;
• to discuss how to help prepare the child and family for changes in service delivery;
• to help the family to decide if they wish to make a referral for evaluation for preschool special education services; and
• to develop a plan for transition.

Other things to remember about Transition Planning Meetings:

• more than one meeting may be necessary;
• the transition meeting should, above all, help the family to understand preschool procedures and services;
• the transition plan which is developed at the transition meeting becomes part of the child's IFSP; and
• the family may or may not decide to refer their child for evaluation for preschool special education after the transition planning meeting.

Seven Sequential Steps in the Special Education Process (discussed in detail in Part II of this handbook on Preschool Special Education):

• Child Find (includes transition meetings and pre-referral discussions)
• Referral for Comprehensive Educational Evaluation
• Parental Notice and Permission for Evaluation
• Completion of Evaluation and Assessment
• Child Study Team Meeting
• IEP Meeting, including Parental Notice and Consent for Placement
• IEP Implementation and Annual Review.

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19. Transition Checklist

____ 1. The transition meeting has been held and the transition plan is part of our child's current IFSP.

____ 2. We have met and talked with our child's new teacher(s).

____ 3. Our child has met with his or her new teacher(s).

____ 4. Our child has been referred to our local school district.

____ 5. The following records and information have been provided to our local school district:

• Birth certificate
• Current picture of my child
• Shot (immunization ) record
• Social Security number
• Medicaid number (if your child has one)
• Emergency contacts
• Child records from your early intervention agency including IFSPs identifying child-focused services provided
• Other preschool or child care program records
• Follow Me Program records or other records from Special Health Services/Follow Me Program
• Hospital, clinic, or other medical records.

____ 6. Screenings and evaluations have been completed.

____ 7. The Child Study Team meeting has been held and eligibility for special education has been determined.

____ 8. If our child is not eligible for special education services from our local school district, other options have been discussed with our Family Support Specialist.

____ 9. We have visited our local school districts' preschool.

____ 10. We helped write our child's IEP.

____ 11. We helped determine our child's school placement.

____ 12.Transportation needs have been identified and met.

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20. Helpful Hints for Transition

• Start early

  The infant and toddler years go by quickly. Begin to plan early for your child's next step at age three.

• Be part of the transition planning team

  Play an active role in the decisions made about your child's transition.

• Know and understand your child's educational rights

  When you sign the form to have your child evaluated, your school district will provide you with a copy of "Parents Rights in the Special Education Process." Read the booklet. If you do not understand these rights, ask your special education teacher, your Family Support Specialist, or a parent from PLUK (1-800-222-7585) for help.

• Know and understand the responsibilities of the school district

  Preschool special education is quite different from the Part C program. It is important for you to understand the differences.

• Think about your child's strengths and abilities

  An important role for you at IEP meetings is to talk about your child's strengths. Sharing the things your child likes and dislikes with the team can help the school staff to understand and serve your child better.

• Remember that you are going through a transition, too

  The Part C program is very nurturing for families as well as for children. Preschool special education is focused on a child's educational needs and not on family needs. You will be saying good-bye to professionals who have been significant in your life and meeting a new group of professionals. Give yourself time to adjust to the change.

21. Early Intervention and Preschool Special Education Services: How are they the same? How are they different?

Early intervention and preschool special education services are the same in some ways and different in others. The chart below is a brief comparison of the two programs. If you have further questions, please ask your Family Support Specialist and/or your local school district preschool staff for help.

	Montana's Part C Early Intervention Programs	Montana's Part B Preschool Special Education Programs
Age served:	Children, birth to 3, who have a condition which usually results in developmental delays, or who already show serious delays in one or more developmental areas.	Children, 3 to 5, who meet the definition of "child with a disability." (See definition in Glossary, Section 22)
Focus:	Early Intervention focuses on helping to meet the needs of both the child and the family.	Preschool special education focuses on meeting the educational needs of the child.
Type of Plan Used:	Early Intervention uses an Individualized Family Service Plan (IFSP).	Your local school district uses an Individualized Education Program (IEP).
Service Delivery Model:	Families are not required to take part in early intervention programs. Their involvement is voluntary. Coordination of services is provided through local child and family service providers. Planning for services happens at the IFSP meeting. The parents are considered the lead member of the IFSP team. The IFSP document belongs to the family, and details the child and family's plan for receiving early education and related services. At the IFSP meeting, the parent, the Family Support Specialist, and others plan what services are needed, who will provide the services, where the services will happen, how long the services will go on, and how often the child/family will get services. Services are based on the child's needs and the needs of the family. A variety of local programs and professionals may be used to provide needed services. Some service options may depend upon geographic location. Services provided through local agencies might include home visits, parent and child education programs, private therapies, and other identified service needs. In early intervention, the main contact for the family is their Family Support Specialist. Children usually transition out of early intervention services at age 3. Eligible children transition into services provided through their local school district. Other service options, such as continuing services with their child and family agency, or looking for a community preschool program, are discussed with the family. Some children may be served by both a child and family service agency and their local school district.	Children are not required to take part in preschool special education programs. Their involvement is voluntary. The needed educational and related services for the child are provided through the local school district. Planning for services happens at the IEP meeting. The parents are considered a full member of the IEP team. The IEP document details the child's plan for special education and related services.   When it reviews the comprehensive educational evaluation (see Glossary), the Child Study Team identifies the child's educational needs. At the IEP meeting, goals and objectives are written to address these identified needs and are based on the child's level of performance. The IEP team also sets the date of initiation for the special education and related services. The team decides what services are necessary to meet the educational goals. Then the team decides where the child will receive services (placement). The team also decides how often the child will get the services (frequency) and how long the services will go on (duration). The local school district will have options for meeting the child's educational needs. These may include preschool special education in the classroom and provision of related services like physical and speech therapy which support the specialized instruction. The services may be provided at the local school or at other community-based programs. In local schools, the main contact for the parents is usually their child's preschool special education teacher. Continued special education services are available for children as they grow older. The IEP team will meet at least annually to review and, if appropriate, revise the IEP. If the IEP team decides that the child has met all of the goals and objectives in the IEP and no longer needs special education, a Child Study Team will meet to determine whether the student continues to need special education. Near the child's sixth birthday, the public school will provide notice that it intends to conduct an evaluation. Then, the Child Study Team will evaluate the child, determine whether the child meets the criteria defining disability under the IDEA, and identify which category or categories are appropriate.

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22. Glossary of Terms Used in Early Intervention and Special Education

Assessment means the gathering of information by qualified personnel on a child's development, and on the needs and priorities of the family. This information about the child and family is used in planning the Individual Family Service Plan (early intervention).

At Risk means that a child has conditions which make it likely that he/she may have some developmental delays. A child identified as "at risk" is not eligible for early intervention services under Part C of IDEA or for special education under Part B of IDEA. The child may be eligible for discretionary (not required by law) Family Education and Support (FES) Services through a local child and family services agency (early intervention).

Child with a Disability means a child who is 3, 4, or 5 years of age who has a severe delay in development (defined below) or who meets the criteria defining any of the disability categories described below, and who, because of this severe delay or disability, needs special education and related services (special education).

Severe delay in development means that a Child Study Team has found that the child functions at a developmental level 2 or more standard deviations below what is normal in any one area of development, or 1.5 standard deviations below what is normal in two or more areas of development. The areas of development are cognitive, physical, communication, social/emotional, or adaptive (self-help). The Child Study Team also must determine that the delay is not due exclusively to environment, economic disadvantage, or cultural factors. Your local school, your Family Support Specialist, or a Parent Support Consultant from PLUK can help you to understand the evaluation process that finds out if your child has a severe delay.

Special Education disability categories under Montana Law:
The IDEA requires Child Study Teams to classify all students with disabilities, six years of age and older, into one or more of the following disability categories:

autism cognitive delay deaf-blindness deafness emotional disturbance hearing impairment

orthopedic impairment other health impairment specific learning disability speech impairment traumatic brain injury visual impairment.

Cognitive refers to the brain processes used for thinking, reasoning, understanding and judging (both early intervention and special education).

Comprehensive Educational Evaluation means the tests and observations done by public school staff to find out if the child has a disability and requires special education and related services. The school district's Child Study Team is required to do this evaluation. The Child Study Team meeting discusses the results of the comprehensive educational evaluation. A parent may choose to share any evaluation and assessment information done by the child and family agency, or by other qualified persons (special education).

Developmental refers to the steps or stages of mental, physical, and social growth in children under age eighteen (both early intervention and special education).

Developmentally Delayed means having a diagnosed physical or mental condition that has a high probability of resulting in developmental delay, even though the delay may not exist at the time of diagnosis or experiencing developmental delays as measured by appropriate diagnostic instruments in one or more of the following areas: cognitive development, physical development including vision and hearing, communication development, social or emotional development, or adaptive development (early intervention).

Due Process (in early intervention) refers to a process for resolving a dispute between the family and the child and family service agency related to the delivery of early intervention services.

Due Process (in special education) refers to a process for resolving a dispute between the family and the public school related to the identification, evaluation, or placement of a child with disabilities.

Evaluation is the process used to find out if a child qualifies or continues to qualify for early intervention or special education services. The process includes finding out the status of the child in several developmental areas (both early intervention and special education).

Extended School Year (ESY) refers to the delivery of special education and related services during the summer vacation when the child needs those services in order to prevent significant loss of previously learned skills. The IEP team must consider the need for Extended School Year at each meeting and must describe those services specifically with goals and objectives. Not all special education students, nor all special education services in the IEP, require an extended school year. Extended school year services must be individually crafted. (A more complete description of ESY services and criteria can be found in "Extended School Year Programs", a booklet available from the Office of Public Instruction by calling 406-444-4429.) (special education).

Family Education and Support Services are services that provide resources, supports and assistance designed to assist a child and to enhance the capacity of a family to promote the development of their child. The family, in partnership with their Family Support Specialist and other IFSP team members, establishes priorities and assists in the development, implementation, and evaluation of the IFSP. Family Education and Support Services include: 1) helping children with disabilities reach their maximum potential; 2) keeping children with their families in their home communities; 3) assisting families in maximizing their skills and abilities to utilize generic and specialized resources; and 4) helping families avoid unnecessary reliance on the service delivery system.

Individuals with Disabilities Education Act (IDEA) is the federal law which provides the legal authority for early intervention and special educational services for children birth to age 21.

Individualized Education Program (IEP) means the written document which defines the special education and related services which make up a free, appropriate public education for a child with disabilities. The program is designed to meet the individual special education and related services needs of an eligible child (special education).

Individual Family Service Plan (IFSP) means the written document which defines the early intervention services provided to the child and family. The program is designed to meet the needs of the child and the family, and is based on family-identified priorities (early intervention).

Intervention means all of the efforts made on behalf of a child with a disability and that child's family (early intervention).

Least Restrictive Environment (LRE) means the placement which is as close as possible to the regular education environment (special education).

Natural Environment means a place where typical infants and toddlers without disabilities are usually found, like a family home or a pediatrician's office. Early intervention services are provided in natural environments whenever possible (early intervention).

Part B is the part of the Individuals with Disabilities Education Act (IDEA) which outlines services for children ages 3-21 (special education).

Part C is the part of the Individuals with Disabilities Education Act (IDEA) which outlines services for children birth to age 3 (early intervention).

Preschool Special Education means an educational program that is designed to meet the unique developmental needs of an individual child with a disability who is three, four, or five years of age. Preschool special education is a child-focused educational effort (special education).

Referral for evaluation means that a parent wishes the school to conduct a comprehensive educational evaluation to find out whether their child has a disability which requires special education. A referral ends up in a Child Study Team (CST) meeting in which the parents and the school staff discuss the findings of the evaluation (special education).

Related Services are supportive services required to help a child with a disability benefit from his/her individual education program (IEP). Related services for a child are discussed and decided upon by the IEP team at the IEP meeting. Some examples of related services under Part B of IDEA include audiology, occupational therapy, physical therapy, speech and language therapy, counseling services, psychological services, school nurse services, school social work services, transportation, and parent training. Related services support the student's special education and cannot occur without special education (special education).

Screening is the process of quickly looking at a child's development to find out if there are any areas of concern. Screening is used to recommend children for more in-depth evaluation and assessment (early intervention and special education).

Service delivery is the manner or setting in which early intervention services will be provided to the child and/or family (early intervention).

Therapy is a treatment for certain physical or psychological conditions. The most common therapies provided through early intervention and special education are occupational therapy, physical therapy, and speech and language therapy (early intervention and special education).

Transition is the movement from one place or program to another. Young children with disabilities transition at age three from early intervention to preschool special education services or to other community settings and services (early intervention and special education). Families also experience a transition, from their early intervention program to different services within the same local agency or to other community service programs.

1. Eligibility for Preschool Special Education

A child is eligible for preschool special education if he or she meets the criteria for one of the disabling conditions recognized by the Individuals with Disabilities Education Act (IDEA) and Montana Code. The child must be: speech/language impaired, other health impaired, hearing impaired (includes deafness), visually impaired (includes blindness), orthopedically impaired, cognitively delayed, multiply-disabled, deaf/blind, seriously emotionally disturbed, learning disabled, autistic, or traumatic brain injured. A child who is 5 years old or younger may be identified as a child with disabilities without the disabilities being specified.

If the child is deemed eligible for preschool special education services, the IEP team will set a date upon which special education services will begin. This date may be on the child's third birthday or on the first day of the following school year. An eligible child whose third birthday falls during the summer vacation begins services in the fall unless the child needs Extended School Year (ESY) services.

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2. Free, Appropriate Public Education (FAPE)

When a child enters a preschool special education program, he or she is guaranteed all of the protections and benefits of the federal and state special education laws. The central benefit under these laws is a free, appropriate public education. Every child who qualifies for special education has the right to a public education. It does not matter how severe the child's disabilities may be or how much special education the child requires. Every qualifying child must receive an appropriate educational program, and the services must be provided without cost to the parents.

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3. Least Restrictive Environment (LRE)

Every child in special education must be placed in a program which is located in the least restrictive environment. The least restrictive environment means the placement which is as close as possible to the regular education program. Special education law favors placing children with disabilities in regular classrooms with whatever supplemental aids they need to be successful. If a child is not going to be placed in regular education, the school district must justify the removal from regular education as necessary to meet the child's needs. The least restrictive environment (LRE) at the preschool level has been interpreted somewhat differently from LRE at the elementary school level. Since few public schools offer preschool programs for children aged 3 and 4, there is no "regular" classroom environment in which preschoolers with special needs can be placed with children who are the same age. Preschool children may, however, be integrated into kindergarten classes with 5 and 6 year-olds. Or they may be served in a community-based preschool classroom, a Head Start class, a preschool special education classroom with children who are the same age, or in a homebased program in which the special education teacher provides services in the child's home. School districts are not responsible for establishing preschool programs for nondisabled children, nor do districts have to pay for private preschool placements for children with special needs unless such a placement is necessary to implement the child's special education program.

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4. Making Friends

All children need a chance to make friends with other children their age. Special education law encourages school districts to give children with disabilities the chance to associate with other children, both disabled and nondisabled, so that they can build a circle of friends and acquaintances. All children in special education--no matter where they receive their program--have the right to spend at least part of the school day with children who do not have disabilities. The least restrictive environment for preschool children may be achieved in any of the following ways: Locating a preschool special education program in a regular elementary school Linking a preschool special education program to preschool programs operated by other public or private agencies (e.g. Head Start) Combining children who have disabilities with children who do not have disabilities in a preschool special education program ("reverse mainstreaming"). A child in a preschool special education program may be placed in a private preschool if such a placement is necessary to implement the child's Individualized Education Program (IEP). The school district would be responsible for the costs of the private placement for the portion of time that the child was receiving special education.

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5. Family Involvement

Parents are important decision-makers in the special education of young children. School districts must inform parents about the options available and the procedures used in special education. The family and school personnel become the team that makes decisions about the child's needs and services. Representatives of your school district should discuss with you: The nature of your child's disability and its implications for education Methods of coordinating your child's services The school district's special education program and how it works.

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6. Referral for Evaluation

You as a parent can refer your child for a special education evaluation. Professionals who work with your child like your family physician or a therapist may make a referral. A child may also be referred because of concerns raised by a Preschool Screening.

To make a referral:

• Contact your local school district
• Discuss the reasons for suspecting that your child has a disability
• Summarize the supports and services your child received through early intervention services and their results and outcomes
• Fill out the district's referral form describing the child's learning problems or developmental delays
• Give your consent in writing so that your child can be tested for special education.

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7. Evaluation

A comprehensive educational evaluation must look at the child from several viewpoints. It must also be nonbiased and nondiscriminatory. If your child speaks a language other than English, your child must be tested in the language which he or she uses and understands. The comprehensive evaluation cannot be limited to one test. It may include (but is not limited to):

• An individual psychological examination
• Vision and hearing examinations
• A medical history
• Standardized developmental evaluation
• Observations of social behavior
• Assessment of language development
• Observation in several environments
• Information from family members and others who know the child well
• Information from teachers, doctors, therapists, and others who have worked with the child.

You must consent in writing to the evaluation, and you have the right to be fully informed of the results. At the Child Study Team meeting you will meet with public school personnel to discuss the results of the evaluation.

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8. Preschool Special Education

When children are three, four, and five years old, it is sometimes hard to imagine them attending "school" as older children do. Preschool special education is a program designed to meet the unique developmental needs of a particular child. The program may focus on self help skills, motor development, language skills, pre-academic learning, social skills or any combination of these.

Preschool special education is education. It is not designed to meet a child's medical needs, nor does it provide the child care services typically found in daycare.

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9. Child Study Team (CST)

The Child Study Team (CST) includes parents, a school administrator, a special education teacher, a regular education teacher (if the child is in kindergarten), and other individuals who are qualified to report on the results of a child's evaluation. If the child is enrolled or going to be enrolled in Head Start or a private preschool, representatives of those programs also become part of the Child Study Team.

The Child Study Team has two purposes:

• To decide whether or not the information from the evaluation indicates that the child has a disability
• To determine whether or not the child needs special education.

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10. Individualized Education Program (IEP)

The Individualized Education Program (IEP) is similar to the Individualized Family Service Plan (IFSP) used in the 0-2 program. The IEP contains goals and objectives for the child's special education program. It also lists the child's related services and identifies in what type of placement--home-based, center-based, private preschool, Head Start--the child will receive his or her special education program. The IEP is written by a team which includes the parents, a special education teacher, a school administrator and others, if necessary. The IEP cannot be implemented until parents have approved it. Once an IEP has been written and signed, it must be put into practice immediately.

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11. Extended School Year

Normally special education services are provided during the regular school year, but some children require more schooling than that. Extended School Year (ESY) services may be written into the IEP and provided to a child during the summer months. ESY services are offered to prevent significant loss of previously learned skills. ESY applies to specific educational goals and objectives. For more information on ESY, contact the Office of Public Instruction (406-444-4429) and ask for the booklet "Extended School Year Programs."

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12. Related Services

Children in special education are entitled to a wide variety of services if they need those services in order to benefit from their education. These related services may include (but are not limited to):

• transportation
• physical therapy
• occupational therapy
• orientation and mobility services
• school health services
• speech and language pathology services
• audiology services
• recreation and recreation therapy services
• ocial work services in schools
• psychological services
• counseling services
• rehabilitation counseling services
• medical services for diagnostic or evaluation purposes
• parent training services
• assistive technology services.

The IEP should indicate the related services the child needs, how much of the service is required, and how often the service will be provided.

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13. Transportation

If transportation is a related service that a child needs, the school district must provide the transportation, contract with another agency to do so, or contract with the parents to bring their child to school. Transportation means round trip, home to school and school to home services. If a parent has been offered a transportation contract but does not want to transport the child, the school district is still responsible for providing transportation. Parents cannot be forced to provide transportation if they are unwilling or unable to do so.

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14. Program Models

Special education can be provided to preschool children in a number of ways. The IEP team is free to select any model but must ensure both free appropriate public education and least restrictive environment as it identifies an appropriate placement for the child:

• Special education for the child may be provided in the child's home by an itinerant special education teacher.
• Special education may be provided in your neighborhood elementary school building where there are opportunities for interaction with other students throughout the course of the school day.
• Center-based programs involve bringing children to a central location for a preschool special education class. The program usually lasts for two hours per day for three, four, or five days per week. According to need, some children may require more or less time in preschool special education than two hours per day.
• Five year-old children with disabilities may participate in a regular kindergarten program with supplementary special education. Some children may be placed both in kindergarten and in a preschool special education class.
• Reverse mainstreaming involves nondisabled children coming into a special education classroom and participating in activities with identified special education students.
• Children with a particular special education need like language development may be placed in a special education program which focuses specifically on that need.
• School districts may decide to contract with a local private preschool or other community agency as a site in which to provide a special education for a specific child. The public school will provide for the special education and related services, but will not pay costs associated with child care or other, non-special education services.
• A school district may collaborate with Head Start to provide a special education program.
• When the needs of the child require it, two or more of the options above may be combined into a dual placement.
• Where questions arise regarding placement in home school settings or private school settings, call the Office of Public Instruction at 406/444-4429, for specific information and requirements.
• An IEP team may also develop another locally suitable placement appropriate to the student's special education needs.

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15. Program Review

The Individualized Education Program (IEP) must be reviewed periodically because preschool children grow and change very rapidly. Parents can ask for a review at any time. The IEP must be reviewed and rewritten at least annually. The annual review should consider transition into the primary grades and into less restrictive environments.

A comprehensive reevaluation of the child's strengths and weaknesses must be conducted at least every three years. Parents or teachers can ask for a reevaluation at any time that it seems necessary and appropriate.

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16. Qualified Personnel

Special education and related services for preschool children must be provided by qualified personnel. These professionals must have the training to hold licenses in their specific fields like school psychologist, speech/language pathology, special education, physical or occupational therapy. Unless private preschool or Head Start teachers have these licenses, they may not provide special education and related services. Certified teachers with child development credentials and certified elementary teachers may assist with special education but may not provide special education unless they are also endorsed as special education teachers.

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17. Appropriate Facilities

Classes for preschool children with special needs must be provided in classrooms comparable to regular education classrooms. These classrooms should meet at least minimum standards for heat, light and ventilation. Classrooms should either have toilet facilities or appropriate access to toilet facilities. School buildings must be physically accessible to the children who are in the program and should be equipped with unbreakable furniture and toys, covered electrical outlets, tap water at safe temperatures and appropriate exits in the event of an emergency.

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18. Kindergarten and First Grade Transition

As a child's sixth birthday comes closer a number of important decisions have to be made. First of all, if the child has been identified as a "child with disabilities," that generic classification must be changed to one of the disabling conditions found in Montana's special education law for school-aged children. This change in classification can be traumatic for parents. Parents should insist that the child be thoroughly and properly evaluated before any new classification is applied.

A second important decision concerns placement, specifically how the IEP team will determine the appropriate placement for the student entering kindergarten or first grade in the public school. The preference in special education is for placement in the regular classroom if the child's needs can be met in that setting. When considering a regular classroom placement, the IEP team should consider what barriers there may be to the child's success and how those barriers could be eliminated.

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19. Parents' Rights

Parents of children in special education are intended to participate fully with professionals in designing their child's educational program. To guarantee that parents have an opportunity to participate, special education law provides parents with the following rights:

• Notice. You have the right to receive written notice before the school evaluates your child individually, considers special education for your child, or changes your child's placement. You also have the right to receive notice before the school district refuses your request for an evaluation or a change in placement.
• Records. You have the right to inspect and review all of your child's educational records.
• Consent. You must give written consent before the school district can evaluate your child or place your child in a special education program.
• Evaluations. It is important to understand the following about evaluations:
  1. You may refuse to permit an evaluation;
  2. If your child is evaluated and you think the evaluation is not adequate, you have the right to get an INDEPENDENT EVALUATION;
  3. The school district must reevaluate your child at least every three years;
  4. All tests must be given in the language the child knows best;
  5. You have the right to be fully informed of the results of the evaluation.
• Due Process. You have the right to an impartial due process hearing if you disagree with the school district on a special education matter.
• Complaints. You have the right to file a complaint with the Office of Public Instruction if the school district does not comply with special education law.

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PROGRAM SUMMARY

	Infant and Toddler Program	Preschool Special Education
Agency:	Developmental Disabilities Program/DPHHS	Local School District
Ages Served:	0-2	3-6
Eligibility:	developmentally delayed	child with disabilities or// cognitively impaired learning disabled emotionally disturbed multiply-disabled other health impaired orthopedically impaired hearing impaired deaf/blind visually impaired autistic traumatic brain injured
First Contact:	STEP: 800-820-4180 ECI: 406-247-3817 Family Outreach: 406-443-7370 CDC: 800-914-4779 Quality Life Concepts: 800-761-2680 DEAP: 800-224-6034 Hi-Line Home Programs: 800-659-3673	local school district
Cost:	none	none
Services:	family education and training respite service coordination family support related services	special education & related services
Program Plan:	IFSP	IEP

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PARENT EMPOWERMENT

As your child moves through the preschool special education process, he or she will be learning many new skills. You as parents will also be acquiring knowledge about yourselves, about your child, and about the services and opportunities available to your child. The more information you have, the more power and control you will have over your child's educational future. You can become empowered as a parent of a child with special needs by doing the following: Contacting national, state and local disability groups for more information about your child's disability; Reading materials available from the TRIC/PLUK Library at Parents, Let's Unite for Kids (800-222-7585); Asking questions of the professionals who work with your child; Keeping careful records of your child's medical and educational history; Participating in parent training workshops; Joining a parent organization and gaining emotional and social support.

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MORE INFORMATION

The information in this booklet is really just an outline of all that you need to know about early intervention and preschool special education services. You will want to know much more. The easiest way to get information in Montana is to call Parents, Let's Unite for Kids (PLUK) toll free at 1-800-222-7585, Monday through Friday, 9:00 a.m. to 5:00 p.m. PLUK is a statewide organization of parents of children with special needs. The person who answers your call will be an experienced person who is knowledgeable about the service system in Montana and can help you get plugged into the services you need. PLUK also offers trainings on stress management, special education law, and advocacy techniques. The TRIC/PLUK Library mails out materials on disabilities, equipment, assistive devices, and many other topics. In addition, PLUK publishes a newsletter which focuses on issues of interest to parents. Most importantly, PLUK is a network of parents throughout Montana and all services are free.

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Agencies in Montana (Which Serve Infants, Toddlers and Preschoolers)

Early Intervention Service Agencies

Comprehensive Developmental Center (CDC)
T-214 Fort Missoula
Missoula MT 59801; 406-549-6413; 406-542-0143 (fax); 800-914-4779; mailto:cdcmsla@montana.com

CDC Satellite Office
945 4th Ave E
Kalispell MT 59901; 406-755-2425; 406-755-2426 (fax); mailto:cdckal@digisys.net

CDC Satellite Office
410 1st St E, PO Box 236
Polson MT 59860; 406-883-2636; 406-883-2636 (fax-call first)

Developmental Educational Assistance Program (DEAP)
2200 Box Elder St
Miles City MT 59301; 406-232-6034; 406-232-7018 (fax); 800-224-6034 (in MT); mailto:deapa@midrivers.com

DEAP Satellite Office
PO Box 750
Colstrip MT 59323; 406-748-4629

DEAP Satellite Office
218 W Bell
Glendive MT 59330; 406-365-4909; 800-578-4909 (in MT); 406-365-6927 (fax)

DEAP Satellite Office
PO Box 972
Lame Deer MT 59043; 406-477-8002406-477-8006 (fax)

Family Outreach
1212 Helena Ave
Helena MT 59601; 406-443-7370; 406-449-6062 (fax)

Family Outreach Satellite Office
19 N 10th
Bozeman MT 59715; 406-587-2477; 406-587-9526 (fax)

Family Outreach Satellite Office
641 Sampson
Butte MT 59701; 406-494-1242; 406-494-1979 (fax)

Quality Life Concepts, Inc.
PO Box 2506
600 6th St NW
Great Falls MT 59403; 406-452-9531; 406-453-5930 (fax); 800-761-2680 (in MT)

Quality Life Concepts Satellite Office
PO Box 527
Havre MT 59501; 406-265-2620; 406-265-2670 (fax)

Quality Life Concepts Satellite Office
PO Box 1122
Cut Bank MT 59427; 406-873-4131; 406-873-4132 (fax)

Hi-Line Home Programs, Inc.
90 Hwy 2 East
Glasgow MT 59230; 406-228-9431; 406-228-2984 (fax); 800-659-3673; mailto:rickhlhp@nemontel.net

Hi-Line Home Programs Satellite Office
PO Box 909
Miles City MT 59301; 406-232-4925; 406-232-4943 (fax)

Hi-Line Home Programs Satellite Office
PO Box 349
Sidney MT 59270; 406-482-6061; 406-482-7429 (fax); 800-628-8618; mailto:hlhpsid@lyrea.com

Hi-Line Home Programs Satellite Office
PO Box 26
Plentywood MT 59254; 406-765-1282; 406-765-1280 (fax); 800-322-4175; mailto:2hilinep@nemontel.net

Early Childhood Intervention (ECI)
Billings Public Schools
415 N 30th St
Billings MT 59101; 406-247-3817; 406-247-3800; 406-247-3773 (fax); mailto:heiserk@billings.k12.mt.us

Support and Techniques for Empowering People (STEP)
1501 14th St W Suite 210
Billings MT 59102; 406-248-2055; 406-248-1493 (fax); 800-820-4180 (in MT, CO, ID,ND & SD); mailto:pattyp@step-inc.org

STEP Satellite Office
26 W 6th
Hardin MT 59034; 406-655-2936; 406-665-2982; 406-655-2936 (fax-call first)

STEP Satellite Office
511 Montana Building
Lewistown MT 59457; 406-538-9759; 406-538-9759 (fax)

STEP Satellite Office
PO Box 1638
Red Lodge MT 59068; 406-446-3436; 406-446-3436 (fax-call first)

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State Agencies

Office of Public Instruction (OPI)
Special Services
PO Box 202501
Helena MT 59620; 406-444-4425

Developmental Disabilities Program/DPHHS
DPHHS Building
111 Sanders
PO Box 4210
Helena MT 59604; 406-444-4181; 406-444-0230 (fax); mailto:jspiegle@state.mt.us

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Advocacy

Parents, Let's Unite for Kids (PLUK)
516 N 32nd St
Billings MT 59101; 406-255-0540; 406-255-0523 (fax); 800-222-7585 (in MT); mailto:plukinfo@pluk.org; http://www.pluk.org

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Special Education Cooperatives

Bear Paw Co-op
Dick Slonaker
PO Box 1449
Chinook MT 59523-1449; 406-357-2269; 406-357-2517 (fax)

Big Country Special Education Co-op
Bob Richards
PO Box 668
Miles City MT 59301-0668; 406-232-1957; 406-232-7235 (fax); mailto:bcec@mcn.net

Big Sky Special Needs Co-op
Judith Gosnell Lamb
215 S Maryland
Conrad MT 59425-2017; 406-278-7558; 800-823-5682; 406-278-5959 (fax)

Bitterroot Special Education Co-op
Tim Miller
PO Box 687
Stevensville MT 59870-0687; 406-777-2494; 406-777-2495 (fax)

Central Montana Learning Resource Center
Charlie Brown
215 7 Ave S
Lewistown MT 59457; 406-538-7454; 406-538-7292 (fax)

Chouteau County Joint Service
Stan Perkins
PO Box 399
Fort Benton MT 59442-0399; 406-622-3761

Eastern Yellowstone Special Education Co-op
Leonard Orth
1932 Hwy 87 E
Billings MT 59101-6699; 406-252-4022; 406-259-2502 (fax)

Flathead County Special Education Co-op
Sondra Strong
18 W Evergreen
Kalispell MT 59901; 406-751-1113; 406-751-1112 (fax)

Gallatin-Madison Special Education Co-op
Ron Laferrier
PO Box 162
Belgrade MT 59714; 406-388-6508; 406-388-4824 (fax); mailto:galmad@mcn.net

Great Divide Educational Services Co-op
Archie Neil
PO Box 48
Deer Lodge MT 59722-0048; 406-846-2147; 406-846-2154 (fax)

Missoula Area Education Co-op
Fred Appelman
438 W Spruce
Missoula MT 59802-4150; 406-523-4861; 406-523-4731 (fax)

North Central Learning Resource Center
Elaine Colie Spindler
1601 2nd Ave N
Great Falls MT 59401; 406-727-6303; 406-727-6304 (fax); mailto:espin@mcn.net

Park County Special Education Co-op
Beverly Loporto
129 River Dr
Livingston MT 59047; 406-222-6600; 406-222-7323 (fax)

Prairie View Special Services
Diane Fladmo
30 Hwy 200 S
Glendive MT 59330; 406-365-5446; 406-365-8928 (fax)

Prickly Pear Special Education Co-op
Sue Paulson
PO Box 1280
East Helena MT 59635-1280; 406-227-7322; 406-227-8039 (fax)

Roose-Valley Special Education Co-op
Carmen Goetz
PO Box 117
Bainville MT 59212-0117; 406-768-3835; 406-768-5510 (fax)

Sanders County Educational Services Co-op
Mary Rocco
PO Box 129
Thompson Falls MT 59873-0129; 406-827-3007; 406-827-4375 (fax)

Sheridan/ Daniels Special Education Co-op
Arlyn Sunsted
100 E Laurel
Plentywood MT 59254; 406-765-1803; 406-765-1195 (fax)

Stillwater/Sweet Grass Education Co-op
Lanny Stene
PO Box 669
Columbus MT 59019-0899; 406-322-5298

Tri-County Special Education Co-op
Charlotte Miller
PO Box 300
Broadus MT 59317-0300; 406-436-2488; 406-436-2151 (fax)

Yellowstone West/Carbon County Education Co-op
Barb Stefanic
410 Colorado Ave Rm 106
Laurel MT 59044-2714; 406-628-7903; 406-628-7935 (fax)

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Special Education Directors

Anaconda Public Schools
Bill Hickey
PO Box 1281
Anaconda MT 59711-1281; 406-563-5101; 406-563-7763 (fax)

Belgrade Schools Special Education
Laurie Salo
PO Box 166
Belgrade MT 59714-0166; 406-388-6951; 406-388-0122 Fax)

Special Education Director
Gary Garlock
415 N 30th St
Billings MT 59101; 406-247-3813; 406-247-3773 (fax)

Billings Public Schools
Pat Gum
415 N 30th St
Billings MT 59101; 406-247-3814; 406-247-3773 (fax)

Yellowstone Education Center
Ron Hatcher
1736 S 72nd St W
Billings MT 59106; 406-656-2198

Montana Developmental Center
Jennifer Pryor
PO Box 87
Boulder MT 59632-0087; 406-225-2241

Bozeman Schools Special Education
Pat Boyer
PO Box 520
Bozeman MT 59715-0520; 406-585-1546; 406-585-1504 (fax)

Butte Schools Special Education
Dick Carlson
1050 S MT
Butte MT 59701; 406-496-2150; 406-496-2020 (fax)

Colstrip Schools Special Education
Judy Anderson
PO Box 159
Colstrip MT 59323-0159; 406-748-2271; 406-748-2268 (fax); mailto:judya@mcn.net

Director Special Services
Bill Johnson
PO Box 1259
Columbia Falls MT 59912-1259; 406-892-6562; 406-892-6565 (fax)

Corvallis Schools Special Education
Ginny Haines
PO Box 700
Corvallis MT 59828-0700; 406-961-3962; 406-961-5144 (fax)

Deer Lodge Schools Special Education
Patrick Rogers
444 Montana Ave
Deer Lodge MT 59722-1547; 406-846-1684; 406-846-1599 (fax)

Beaverhead County High School Special Education
Wyatt Tustin
104 N Pacific
Dillon MT 59725; 406-683-2361; 406-683-5263 (fax)

Glasgow Schools Special Education
Gary Martin
PO Box 28
Glasgow MT 59230-0028; 406-228-2406; 406-228-2407 (fax)

Special Services
Steve Meyer
PO Box 701
Glendive MT 59330-0701; 406-365-4629; 406-365-6212 (fax)

Largent Center
Gail Cleveland
PO Box 2429
Great Falls MT 59403-2429; 406-791-2270; 406-791-2277 (fax)

Hardin Schools District Special Education
Larry Johnson
631 W 5th
Hardin MT 59034; 406-665-1708; 406-665-6175 (fax); mailto:johnson@hardin.k12.mt.us

Havre Schools Special Education
Karla Wohlwend
PO Box 7791
Havre MT 59501-7791; 406-265-4356; 406-265-8460 (fax)

Special Services
Joe Furshong
55 S Rodney
Helena MT 59601; 406-447-8585; 406-447-8567 (fax); mailto:jfurshong@helena.k12.mt.us

Kalispell Public Schools
Verne Reed
233 1st Ave E
Kalispell MT 59901; 406-756-5016; 406-756-4510 (fax)

Evergreen
Sondra Strong
18 W Evergreen
Kalispell MT 59901; 406-751-1113; 406-751-1112 (fax)

Lame Deer Special Education
Bernadette Charette
PO Box 96
Lame Deer MT 59043-0096; 406-477-8213; 406-477-6535 (fax)

Libby Schools Special Services
John Kratofil
724 Louisiana Ave
Libby MT 59923; 406-293-8815; 406-293-8814 (fax)

Lolo School Special Education
Carolyn Kindrick
11395 Hwy 93 S
Lolo MT 59847-9600; 406-273-6686; 406-273-2628 (fax)

Pine Hills School Special Education
Todd Taylor
PO Box 1058
Miles City MT 59301-1058; 406-232-1377; 406-232-7432 (fax)

Special Services Director
Margaret Tryon
1604 Main St
Miles City MT 59301; 406-232-3812; 406-232-3147 (fax); mailto:spserv@midrivers.com

Target Range Special Education
Emily Anderson
4095 S Ave W
Missoula MT 59801; 406-728-6893; 406-728-8841 (fax)

Missoula County Public School - Helgate Service Area
Mike Fredrickson
215 South 6th St W
Missoula MT 59801; 406-728-2400 ext 1054; mailto:mfredrickson@mcps.k12.mt.us

Sentinel Service Area
Nancy Marks
901 S Ave W
Missoula MT 59801; 406-728-2400 ext 7031; mailto:nmarks@mcps.k12.mt.us

Big Sky Service Area/Preschool Coordination
Barbara Nelson
310 Curtis
Missoula MT 59801-5199; 406-728-2400 ext 8053; mailto:bnelson@mcps.k12.mt.us

Polson Schools Special Education
Dennis Clarkson
111 4th Ave E
Polson MT 59860; 406-883-4459

Poplar Schools
Larry Roberts
PO Box 458
Poplar MT 59255-0458; 406-768-3534

Ronan Schools Special Education
Joan Graham
Drawer R
Ronan MT 59864; 406-676-5855; 406-676-3392 (fax)

Sidney Schools Special Education
Duane Pust
121 5th St SW
Sidney MT 59270; 406-482-4251; 406-482-4358 (fax)

Whitefish Schools Special Education
Mike Kinne
PO Box 198
Whitefish MT 59937-0198; 406-862-8655; 406-862-1507 (fax)

Wolf Point Schools Special Education
Peggy Ames Nerud
220 4th Ave S
Wolf Point MT 59201; 406-653-1653; 406-653-1881 (fax)

Since August 21, 1999

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Copyright © 1999 Parents, Let's Unite for Kids, all rights reserved. plukinfo@pluk.org