Interagency agreements are documents designed to promote successful inclusionary experiences for all parties involved in the process. The contents and the various components of the interagency agreement vary from site to site (View the interagency agreement guidelines written by Kansas Infant-Toddler Services). Each agreement incorporates the policies or practices from the individual school or educational cooperative as well as the individual child care or preschool center. Included in the interagency agreement should be guidelines and timelines to promote the continuity of services for children and families. School districts and local education agencies often have different calendars and schedules for their staff and students than do child care or preschool programs. The school district usually operates on a nine month schedule whereas the community program or child care may operate on a year round timeframe schedule. These timelines need to be negotiated when personnel from both agencies (community and school) begin to discuss how children in the community program are to receive services.

Another issue addressed through the interagency agreement is the specific procedures school districts or local educational cooperatives, early intervention programs, and preschool/day care programs have developed for educational assessment. Developing procedures to avoid duplication of assessment procedures assures that children are not assessed repeatedly across programs without good reason. (Fink, Borgia, & Fowler, 1993). Assessment procedures should also not interfere with to be philosophically different across agencies agencies. In fact, it is advisable for the school program to observe community procedures, to join their process as partners and only add specific measures as needed to meet legal requirements and monitor progress.

Logistical and support issues should be addressed through the interagency agreement as well and will vary significantly between sites. Key issues often include, but are not limited to, transportation, parental visits, staff planning and conferencing time. In addition, special services for medically fragile children, and staff supervision, materials and instructional equipment, shared payment of utilities, food costs, equipment purchases. Other informal supports may be included. Conferencing with families as a team should be considered and it may be helpful to clearly delineate each programs responsibilities in the agreement. The more the interagency agreement specifically addresses the issues identified as relevant to a particular site, the easier it will be to address problems or concerns that arise. Over time, collaboration will assist both the early childhood community program and the early childhood special education staff within the context of the community setting. Negotiation begins by both sides exploring all the available options that each party has to offer and then deciding which options best meet the needs of both agencies.

Usually the administrators, or designees, of both agencies determine what needs to be included on the interagency agreement. Persons who have decision making ability within individual agencies must be included so that the interagency agreement can be developed and implemented. However, input from direct service providers, i.e., child care staff and early childhood special education personnel, should be encouraged as they often have a more practical perspective on the implications of implementing the agreement. All parties involved with the administration and direct service delivery of inclusionary programs should see and understand the contents of the agreement. This could include, but is not limited to, the early childhood community program staff and the early childhood special education staff. Persons involved in administering the two programs should be involved; including board of directors, special education directors and superintendents.

Interagency agreements should be monitored on a regular basis to insure that areas addressed on the agreement are still meeting the needs of both agencies. Personnel changes, families moving from the service delivery area, and placement of other children in the community program may be factors to consider. Quarterly or bi-annual meetings should be completed with child care centers and preschools to monitor and update the interagency agreement if needed.

Related Link:

• Download a PDF version of Interagency Agreements here.