I. Purpose Statement
II. Responsibilities and Activities
III. Operating Principles

Parent Involvement
Non-Duplication
Service Delivery Based on The Developmental Needs of Children
Interagency Coordination
Infant-Toddler Services and Transition to Early Childhood Special Education

IV. Operating Procedures

Infant Toddler Services and Transition
Fiscal Issues

V. Specific Services

Definitions of Specific Services
Chart of Specific Agency Activities Related to Specific Services
Roles of Agencies With Service Provision Responsibilities
Roles of Agency With Coordinative Service Responsibility

VI. System Oriented Issues

Program Standards
Personnel Training
Referral Procedures
Child Find Efforts
Monitoring

VII. Dispute Resolution

Infant Toddler Program Specific Systemic Disputes

This agreement will be reviewed annually and revised as mutually agreed to by the following agencies

I. Purpose Statement

The purpose of this agreement is to assure cooperation in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, and interagency service delivery system for children with developmental delay or disabilities ages birth to three and their families.

The content of this interagency agreement is designed to specify the roles and fiscal responsibilities of the participating agencies related to the specific services for infants and toddlers birth through three and provide guidance for their implementation. All the parties to this agreement will be referred to as agencies.

This agreement is entered into by the following agencies: The Idaho Department of Health and Welfare, including the Division of Family and Community Services, the Division of Health--Bureau of Clinical and Preventive Services, the Division of Welfare--Bureau of Medicaid Policy and Reimbursement, and the Division of Welfare--Bureau of Child Support Services; the Idaho Department of Education; Idaho Public Health Districts; the Idaho Infant and Toddler Interagency Coordinating Council; the Idaho Migrant Council; Head Start, Region X; the Idaho School for the Deaf and the Blind; and the Bureau of Indian Affairs, Portland Area Office.

II. Responsibilities and Activities

The responsibilities and activities delineated in this agreement are referenced and supported in the following state and federal statutes and policies:

• Individuals with Disabilities Education Act (IDEA) and any amendments;
• Idaho Code, Title 16, Chapter 1 - Early Intervention Services Act.
• Title XIX: Medicaid;
• Title V: Maternal and Child Health;
• The Social Security Act;
• The Head Start Community Partnership Act; and
• Idaho Developmental Disabilities Services Act.

III. Operating Principles

There are a number of fundamental operating principles which are essential to the successful provision of services and which should be reflected in all of the stated activities of the agencies. These include parent involvement, non-duplication of services, service delivery based on the developmental needs of children, interagency coordination, and the principles governing the developmental/educational placement and transition of children from the Infant Toddler Program to the Early Childhood Special Education Services.

A. Parent Involvement

Parents hold the primary responsibility for the development of their children. The best interests of children are served when parents and service providers work in partnership. Therefore, services should accommodate families rather than families accommodating the services.

The agencies shall develop procedures in the ways described below and will ensure that all presentation materials are culturally and linguistically appropriate and that bilingual staff or translators are available at all regional levels:

• Develop procedures for involving parents in the mandated Idaho Interagency Coordinating Council, and other related boards, commissions, advisory committees, task forces, and work groups specific to different agencies.
• Support involvement of parents in local and regional advisory groups, boards, and commissions;
• Develop policies to ensure comprehensive parental involvement in the development of the Individualized Family Service Plan (IFSP) and the identification of priorities, resources, and concerns for consideration in implementation of the IFSP;
• Promote and cooperatively develop resources for parents in all services related to IDEA including training, support, and information such as the central directory of services and toll free access line operated by the Department of Health and Welfare; and
• Support the involvement of parents in the planning and provision of information and training for families and professionals.

B. Non-Duplication

• The agencies shall develop policies and provide local interagency guidance which promotes the utilization of existing service providers. New service development must be done in concert with the coordinative agency as defined in Section V. B.: “Chart of Specific Agency Related to Specific Services” on page 15. The coordinative agency will utilize the process described in Section V.D.: “Roles of Agency With Coordinative Responsibility For Services” on pages 16 and 17.
• The process shall assure that a new service of the type referenced in Section V: “Specific Services” on pages 11-14 is developed only when that service is not being provided by existing public or private resources, or when the service cannot be purchased from existing providers who meet the applicable standards or requirements.
• The agencies shall promote and ensure collaborative service planning and delivery by their regional and local service providers through the development of standard procedures, policy guidance, and staff development.
• Joint funding of state, regional, and local services referenced in Section V and the related responsibilities of the agencies shall be practiced wherever local, state, and federal resources are available and applicable policies allow.
• The agencies shall establish and maintain formal mechanisms for the communication of information about their activities related to the services referenced in Section V. between the agencies and with their respective regional and local service providers and consumers. These mechanisms shall include, but not be limited to, participation in the Idaho Infant Toddler Program Interagency Coordinating Council and Regional Infant Toddler Committees, use of existing publications, periodic meetings of their management staff, and provision of state and regional training for local providers and others.

C. Service Delivery Based on The Developmental Needs of Children

Service Coordinators, multidisciplinary teams, and service providers work closely with parents to assure that children are served in natural environments to meet developmental needs. Services are designed to appropriately address developmental needs. The agencies shall jointly develop policies and procedures to operationalize this principle.

• The degree of contact with children who are non-disabled and the location of services will be determined in consultation with parents or guardians, keeping in mind the individual needs of the child as documented by the Individualized Family Service Plan (IFSP) and transition to Individualized Education Program (IEP). Service delivery with peers who are non-disabled in natural environments may involve the use of community programs such as Head Start, private preschools, licensed child care centers, etc.
• The environment shall address the full range of developmental and unique service needs of the child. Ongoing consultation and specialized services by service providers (as defined in Section V. A.: “Definitions of Specific Services” on pages 11 - 14, and as specified by the IFSP and IEP) will be available to the personnel in the child's placement.
• Services should be accessible to children and families by ensuring that:

  - they are provided in natural environments;
  - they are in close proximity geographically to where families live;
  - attitudinal and architectural barriers are eliminated;

  • service models that meet children's and families' needs are available; and
  • service delivery schedules are flexible to meet the family's needs.

D. Interagency Coordination

Interagency coordination is essential at all levels of the service delivery system: state, regional, and local. Therefore, the agencies shall develop the structure and mechanisms for effective and culturally appropriate communication and coordination among the three levels.

1. State Level

• The agencies shall support participation in and representation on the Interagency Coordinating Council by their appropriate staff.
• The Department of Health and Welfare shall employ necessary personnel to carry out the work of the Infant Toddler Interagency Coordinating Council.
• The agencies shall identify staff members to participate in interagency leadership meetings focused on the implementation of IDEA and Idaho Code Title 1, Chapter 16.
• The agencies shall encourage the provision of consultative services to other private and public providers.

 

2. Regional Level

The agencies shall ensure existence and participation of the regional Infant Toddler Committees (RITCs) of the Interagency Coordinating Council. These committees shall coordinate the provision of services. Regional interagency agreements shall be in effect to support the coordination of services.

3. Local Level

The agencies shall cooperate to obtain, provide and exchange client information relevant to providing services. If necessary to exchange information, the agencies will present a release that has been prepared in the primary language of the parent or guardian for signature to consent to an exchange of information.

E. Infant-Toddler Services and Transition to Early Childhood Special Education

Agencies participating in the Infant Toddler Program and transition to the Early Childhood Special Education Services shall use the following major principles to guide the implementation of placement and transition processes:

• Part C programs shall refer children to the local school district in which the child resides.
• These processes should be as simple and efficient as possible. Thus, agencies should consider a referral to any one of them as a referral to the entire system. Common confidentiality and information release practices should allow for the expeditious sharing of relevant child- and family-specific material. The common unique child identification system should be utilized; and
• Parents shall be actively involved in and informed in their primary language of all aspects of the placement and transition processes. They shall also have the right to participate in the process for identification and selection of services for which their child is eligible.

* Attachment 1 provides definitions for the children eligible for services among the agencies.

IV. Operating Procedures

There are two fundamental sets of operating procedures which are critical to the successful provision of services to infants and toddlers with disabilities. These include procedures for the infant toddler services and transition into the early childhood special education services and fiscal procedures related to the provision of services.

A. Infant Toddler Services and Transition

1. Entrance Into The Infant Toddler Program

• Unscreened infants and toddlers considered at-risk or in need of early intervention services shall be referred to the district health department for initial screening. Subsequently, if needed, additional multi-disciplinary evaluations shall be authorized and provided by: (1) district health departments, (2) regional Developmental Disabilities Programs, or (3) other public and private providers.
• Results of evaluation will be shared with regional infant toddler early intervention unit, and if child and family is found eligible for early intervention services, an Individualized Family Service Plan (IFSP) will be developed and services authorized in a timely manner. Compliance to Infant Toddler Program requirements on IFSP components and procedural safeguards will be evaluated annually or more frequently, if required, by the lead agency (DHW).
• The service coordinator assigned shall coordinate the implementation of services.
• For a child who does not meet the eligibility criteria for entry, the agency providing the evaluation shall review with the family all other available services that may be related to the child/family's needs and provide information on how to access them. Referral for tracking and monitoring services will be offered.
• The district public health department is responsible for maintaining a registry and eiTrac (a computerized tracking system) for all children entered into the Infant Toddler Program and will report on a monthly basis to the state lead agency in a manner prescribed by that agency.

2. Transition From Infant Toddler (Birth-3) Program To The Early Childhood Special Education Services

• A separate interagency agreement on early childhood transition describes the policies and procedures that will be used to ensure a smooth transition from early intervention to preschool services.
• Entrance into the Early Childhood Special Education Services shall be in accordance with the Interagency Agreement for Early Childhood Special Education Services. For children ages three through five, an Individualized Family Service Plan (IFSP) may be used in place of an Individualized Education Program (IEP) provided that the child is age three to five (3-5); the child’s parents agree to the use of the IFSP; and the IFSP is developed in accordance with Infant Toddler Program policies and procedures. No public agency is required to develop IFSPs rather than IEPs for children ages three to five, nor to implement more than the educational components of the IFSP.

B. Fiscal Issues

1. Service Fees

When infants or toddlers are provided screening, service coordination, or evaluation, the agencies agree not to impose fees on the families utilizing these services. Fees also will not be charged to families for staff time related to the development of the Individualized Family Service Plan (IFSP). Other early intervention services as required will be provided at no cost to families including:

audiology
adaptive technology and devices
family training, counseling and home visits
health services
medical services for diagnostic or evaluation purposes
occupational therapy
physical therapy
psychological services
respite care
service coordination
social work services
special instruction/developmental therapy
speech-language pathology
transportation and related costs
vision services

In accordance with regional and local interagency agreements Infant Toddler Program funds may be used to provide a free, appropriate public education in accordance with Part B to children with disabilities from their third birthday to the beginning of the following school year. Additionally, Part B funds may be used to provide a free, appropriate public education to two year old children with disabilities who will reach age three during the school year, whether or not such children are receiving, or have received, services under provisions of the Infant Toddler Program.

2. Maintenance of Effort

Unless existing state or federal program policies, rules or standards prohibit, the agencies shall develop policies and procedures to ensure that, for the services identified in Section V. concerning eligible infants, toddlers, and preschoolers:

• annual levels of applicable state, federal, and local services and funds under their administrative control shall not be less than those in the preceding fiscal year;
• federal funds available under the Infant Toddler Program or the Early Childhood Special Education Services of IDEA will not be used to supplant state, local, or other federal funds under their administrative control; and
• maintenance-of-effort expectations are applied for each of the age groups specified in IDEA, with IDEA funds being the payor of last resort.

V. Specific Services

The following services shall be provided in a culturally and linguistically appropriate manner to meet unique needs by the agencies: service coordination, early identification, screening and assessment, family training and counseling, multidisciplinary evaluations, medical services for evaluation to determine developmental status or eligibility, special instruction/developmental therapy, specialized services/related services, consultation to other agencies, transportation, respite care, and central directory of services.

Family support services are not reflected as a separate service as they are felt to be an integral component of those listed. Family support services include, but are not limited to, parent education, provision of information, individual and peer group support activities, sibling training, and support activities.

A. Definitions of Specific Services

1. Service Coordination means the activities carried out by a service coordinator to assist and enable a child eligible under this part and the child's family to receive the rights, procedural safeguards, and services that are authorized to be provided under the Idaho's early intervention program. Service Coordination is an active, ongoing process that involves assisting parents of eligible children in gaining access to the early intervention services, coordinating the provision of early intervention services across agency lines, serving as the single point of contact, facilitating the timely delivery of available services, and continuously seeking the appropriate services. Specific service coordination activities include:

• coordinating the performance of evaluations and assessments;
• facilitating and participating in the development, review, and evaluation of individualized family service plans;
• assisting families in identifying available service providers;
• coordinating and monitoring the delivery of available services;
• informing families of the availability of advocacy services;
• coordinating with medical and health providers; and
• facilitating the development of a transition plan to Early Childhood Special Education Services, if appropriate.
• child identification;
• education of client rights and procedural safeguards in the primary language of the parents;
• child/family assessment;
• development of a service plan;
• arranging and coordinating services;
• follow-up and monitoring;
• transition plan for Early Childhood Special Education or other community services when appropriate; and
• reassessment of the service plan.

2. Child Find includes early identification, tracking, monitoring, screening, referral, and initial service coordination. Child find means implementation of a formal plan aimed at locating and identifying all eligible children as early as possible. The plan includes all appropriate public or private service providers and/or primary referral sources. This also includes coordination with the Medicaid EPSDT program, local school district child find activities, and other identification efforts such Child Health Improvement Program (children eligible through WIC) and public awareness.

3. Family Training, Counseling, and Home Visits means services provided, as appropriate, by social workers, psychologists, and other qualified personnel to assist the family of a child eligible under this part in understanding the special needs of the child and enhancing the child's development.

4. Multidisciplinary Evaluations means the procedures to determine initial and continuing eligibility which focus on determining the status and progress of the child in all of the major areas of development: cognitive, social/emotional, physical, communication, and adaptive skills. The procedures are conducted and interpreted by qualified personnel from two or more backgrounds such as (but not limited to) medicine, psychology, social work, child development, special education, speech/language pathology, occupational therapy, nursing, etc.

5. Medical/Health Services means services provided by physicians and nurses. Medical services diagnose/evaluate a child's developmental status and need for early intervention services or special education. Health services address special needs which will enable a child to benefit from receiving early intervention services or special education.

6. Special Instruction/Developmental Therapy means individually designed education, training, or habilitation activities based on the unique strengths and needs of the child and family as identified in the multidisciplinary evaluation. The focus is on the major developmental areas and individual family needs as specified in the IFSP. It can occur in a variety of settings: the home, school, developmental child care center, other child care placement, and through private, residential, and state-operated programs. It is provided by qualified professionals according to the Idaho personnel standards for early intervention.

7. Specialized Services/Related Services means developmental, corrective, and other services as are required to assist children with disabilities to achieve developmental goals as specified in IFSPs/IEPs and includes, but is not limited to, speech/language therapy, physical therapy, occupational therapy, developmental therapy, audiology, augmentative communication, pre-orientation and mobility, nutrition, psychology, nursing, and social work.

8. Consultation to Other Agencies means training and technical assistance provided to staff of public or private agencies and programs including regional and seasonal Head Start programs. It focuses on enhancing the capacity of personnel and programs to serve children with disabilities. Provision occurs in a variety of formats, including individual instruction on site, training workshops, written material development, etc.

9. Alternative Residential Care means the provision of living arrangements outside of the child's home. The duration of this placement is of varying lengths of time, dependent upon the needs of the child and family. Examples may include foster care, family supported living arrangements, and emergency child care over 24 hours.

10. Transportation means travel (a) between the child's residence and the location of the early intervention service being provided; (b) in and around the intervention site; and/or (c) specialized equipment (such as the special or adapted buses, lifts and ramps) if required to provide mobility and service access. Also, includes travel between the child's residence and the location of habilitation, rehabilitation and medical services.

11. Respite Care means a service which provides periodic and temporary care to a family or substitute family of a child with disabilities. It may extend from several hours to a month in duration. Special models of service delivery include, but are not limited to, companion sitter, private home, or center-based programs.

12. Central Directory of Services means the computerized resource center available through Idaho CareLine's toll-free number to parents, families and professionals in the state. The directory contains information and materials about services, agencies, and other resources for children with disabilities, and information about parent groups across the state.

13. Child Protection means the investigation of suspected child abuse or neglect and the subsequent appropriate in-home or out-of-home protective services, and court procedures.

14. Child Care means the provision of regularly scheduled protection, care, and developmental experiences to children, birth to three years, for a portion of the day more than 4 but less than 24 hours, in the child's own home, in the home of a caregiver, or in a day care facility.

B. Chart of Specific Agency Activities Related to Specific Services

The following chart illustrates the specific roles each agency plays in the delivery of the specific services defined in Section V. A. of this agreement. The roles are defined as either provider of the service, coordinative agency for the service or does not currently provide the service.

AGENCIES PROVIDING INFANT AND TODDLER SERVICES and

PRIMARY COORDINATING AGENCIES FOR INFANT AND TODDLER SERVICES 1

SPECIFIC SERVICES	BDD	MA	FACS	BoCAPS	DW	DHD	ISDB 2	SDE 3	MC 4	HS 5	NAE
Early Identification and Screening	P	P	P	P	X	PC	P	P	P	P	P
Multidisciplinary Evaluation	PC	P	P	P	X	P	P	X	P	P	P
Medical/Health Services	P	P	X	C	X	PC	X	X	P	P	P
Special Instruction/ Specialized Services	PC	P	X	X	X	X	P	X	P	P	X
Service Coordination	PC	P	P	X	X	P	P	X	P	P	P
Transition Planning	PC	X	X	X	X	P	P	P	P	P	P
Respite Care	C	X	P	X	X	X 6	X	X	X	X	X
Transportation	P	P	P	X	PC	X	X	X	P	P	X
Family Training and Counseling	PC	P	P	P	X	P	P	X	P	P	P
Child Care	X	X	C	X	C	X	X	X	P	P	X
Alternative Residential Care	PC	P	P	X	X	X	X	X	X	X	X
Child Protection 7	X	X	PC	X	X	X	X	X	X	X	P
Central Directory	P	X	X	C	X	P	X	X	X	P	X
Consultation to Agencies	PC	X	X	X	X	X	P	X	X	P	PC 8

BDD - Bureau of Developmental Disabilities
MA - Medical Assistance
FACS - Family and Children's Services
BoCAPS - Bureau of Clinical & Preventive Services
DW - Division of Welfare
DHD - District Health Departments

C. Roles of Agencies With Service Provision Responsibilities

• Provision of and/or payment for services identified.
• Expansion of services if they feel they have the capacity to do so and if done in concert with the coordinative agency for that particular service.

D. Roles of Agency With Coordinative Service Responsibility

• Identification of all existing public and private service providers and establishment of statewide policies and practices to ensure use of these services.
• Implementation of a statewide interagency process, through pulling together the service providers, to identify the principal gaps in the state programs related to the particular service and development of plans for addressing these gaps.  These plans shall address fiscal, personnel, and other resource needs.  This is to be done in conjunction with the lead agency if the coordinative agency is different from the lead agency.  When service needs exceed the combined capacities of the agencies, identification of additional needed fiscal, personnel, and other resources is the responsibility of the lead agency for each age group.  The lead agency shall assure documentation of these needs to the appropriate legislative and administrative authorities.
• Maintenance of a listing of all the available providers of that particular service and the specific roles of each if applicable.  This listing shall be submitted to the central directory data base and updated periodically.
• Development of definitions and standards related to the particular services.  This shall be done in conjunction with relevant public and private providers and shall be in accordance with the operating principles of the Interagency Agreement.
• Development of procedures and policies for the purpose of ensuring that the local agencies carry out the activities related to the four items above and ensuring a schedule that includes seasonal summer programs serving migrant families.
  Provide training to involved field staff on identification of children with disabilities and appropriate referral procedures.
• Provide consultation to related agencies and to child care programs on appropriate child care practices, design of space, equipment, day care standards, etc., that may affect children with disabilities.
• Provide public awareness regarding IDEA and Idaho Code, Title 16, Chapter 1.
• Participate in and support staff with development activities related to integrating infants, toddlers, and preschoolers who are disabled with non-disabled infants, toddlers, and preschoolers.

VI. System Oriented Issues

There are a number of system oriented issues which are essential to the successful provision of services and which are addressed in this section of the agreement.  These include program standards, personnel training, referral procedures, and child find efforts including public awareness, child count, and data collection.

A. Program Standards

Each coordinating agency will invite and encourage participation by other service agencies, the Interagency Coordinating Council, and parent representatives from various cultural and ethnic backgrounds in the development and review of the following:

• service definitions;
• program standards;
• child eligibility;
• personnel standards review; and
• local program review process.

All of the agencies providing services referenced in the Section V. A.: “Specific Services” to eligible children in the birth to three years age range shall do so in accordance with applicable state and federal standards and procedural safeguards.

B. Personnel Training

The agencies will collaborate with one another, the Interagency Coordinating Council, and other appropriate groups (e.g., universities), in planning, developing, and conducting in-service training, and in advising the higher education system regarding pre-service training related to young children with disabilities and their families.  Coordination of planning efforts will occur at least annually.  The lead agencies will ensure that the process occurs within specific operational timelines and schedules.  Coordination will include but not be limited to needs assessment, training content, selection of faculty, and scheduling.

C. Referral Procedures

The agencies will explore ways to reduce redundant information collection regarding families and children to provide a common data base regarding clients served.  This will include an ongoing examination of collecting common sets of information and using common forms.

D. Child Find Efforts

1. Public Awareness

• The agencies will cooperatively plan and implement a public awareness effort regarding early identification and services to children with disabilities and their families.
• The coordinating agencies will ensure that this occurs through collaborative efforts with service providers within the region.

2. Child Count

• The agencies will collaboratively design a process for (a) obtaining unduplicated counts of served children and eligible children in need of services; and (b) transmitting the data to the lead agency in a timely fashion. 
• The agencies will enroll each eligible child with an IFSP into eiTrac by completing the Enrollment Form for the Idaho Infant Toddler Program and submitting it to the regional data entry site at the district health department local office.
• The agencies will also cooperate with the Bureau of Indian Affairs, the Idaho Migrant Council, and the Idaho Infant Toddler Program lead agency to facilitate the required child count.

3. Data Collection

• The agencies shall support, maintain, and expand a linked data system statewide.  Support includes but is not limited to dedication of staff time and resources and use of the  Enrollment Form for the Idaho Infant Toddler Program and Idaho Infant Toddler Child Enrollment Form. 
• The participating agencies will collaboratively develop priorities for the use of the linked data system to evaluate service delivery including timeliness.
• The lead agency will ensure that this process occurs within timelines that recognize the operational seasons of all parties in this agreement.

E. Monitoring

The lead agency (the Department of Health and Welfare) is responsible to monitor in a timely fashion programs and activities of all providers of early intervention services used by the state to carry out this part to ensure compliance with  IDEA, whether or not the programs are receiving assistance under IDEA.

VII. Dispute Resolution

A. Infant Toddler Program Specific Systemic Disputes
Systemic Infant Toddler Program disputes concerning Part C services may originate among providers or agencies.  They may also include such inter and intra agency issues as compliance with the federal statutory and regulatory expectations of IDEA by the signatory agencies, their responsibilities for provision of or payment for any of the services delineated in Section V: "Specific Services", the process for assessment and placement, or other matters related to Idaho's early intervention program.  To ensure that services are provided to eligible children and their families in a timely manner pending the resolution of such disputes, procedures which are binding upon all signatories shall include the following:

• The involved agency will first utilize its internal levels of management through its existing administrative procedures.
• Discussions will be held at the local level among the Regional Infant Toddler Committees, all of the involved agencies, and the Infant Toddler Program lead agency.
• If resolution is not achieved at this level, the local unit of the Infant Toddler Program lead agency shall forward all relevant information to its regional office.  That office shall convene a process which includes all of the involved agencies to review the issues and develop recommendations for resolution.
• If resolution is not achieved at this level, the disputed issues shall be presented to representatives from the Interagency Coordinating Council.  After reviewing all aspects of the issue, the Council representatives shall make a recommendation for resolution to the director of the lead agency.  Before making a final determination, the director of the Infant Toddler Program lead agency shall review all aspects of the issue with the directors of the other involved agencies.  Decisions by the director of the lead agency may be appealed to the Office of the Governor.
• All of the necessary steps in the dispute resolution process shall occur within 30 days of the initiation of the process except that extensions may be granted by the director of the Infant Toddler Program lead agency if exceptional circumstances occur and are documented.

During pendency of disputes involving payment for or provision of the different required services specified in Section V: "Special Services" the lead agency shall:

• assign financial responsibility to an agency;
• reassign agency financial responsibility at the conclusion of the dispute resolution process if the lead agency determines that the original assignment of financial responsibility was inappropriately made; and
• make arrangements for reimbursement of any expenditures incurred by the agency originally assigned responsibility.

This agreement will be reviewed annually and revised as mutually agreed to by the following agencies:

I.	DEPARTMENT OF HEALTH AND WELFARE	Linda Caballero, Director	Date
II.	STATE DEPARTMENT OF EDUCATION	Dr. Anne Fox, Superintendent of Public Instruction	Date
III.	OTHER
	Conference of District Directors	Carol Moehrle, Chair	Date
	Idaho Migrant Council	Humberto Fuentes, Executive Director	Date
	Idaho Infant/Toddler Interagency Coordinating Council	Jana Jones, Chair	Date
	Idaho School for the Deaf and the Blind	Ron Darcy, Superintendent	Date
	Head Start, Region X	Name: Title:	Date
	Bureau of Indian Affairs	John Reimer, Education Program Administrator, BIA	Date