This document discusses child find requirements under IDEA for both public school students and parentally placed private school students. It covers key concepts such as the districts' child find obligations, timelines for evaluations, consultation requirements with private schools, and limitations on districts' ability to conduct evaluations without parental consent for students in private schools. The document also provides examples from case law related to fulfilling child find duties.
The theme for this year's conference is, "Everyday Heroes and Quality Practices: The Power of Early Intervention"! For more information about this conference, visit: www.eotta.ccresa.org or to learn about services for infants and toddlers, visit: 1800EarlyOn.org.
Architectural Precast Concrete for Commerical and residential applications. Gives brief desciption of company as well as out of the box design options.
Early On Michigan Family Guidebook in Arabic. Early On provides early intervention services for children, ages birth up to age 3, with developmental delay(s) and/or disabilities, and their families.
2010 Early On Annual Conference and Faculty Colloquium offers, "The REAL Magic of Communication", October 21 - 22, 2010 on the campus of Michigan State University at the Kellogg Center in East Lansing MI. For additional information about the annual conference, visit http://www.eotta.ccresa.org.
Most parents wonder at times if their child is growing and developing like other children. If you question how your child is developing, "Don't worry. But don't wait." Early On Michigan assists families with infants and toddlers, from birth until 36 months of age, who have a delay in their development or a diagnosed disability.
Serving Special Education Students in Washington, DCDCAYA
Advocates for Justice and Education presented at a DC Alliance of Youth Advocates Brown Bag Lunch on the legal processes and resources for IEP students in DC.
The theme for this year's conference is, "Everyday Heroes and Quality Practices: The Power of Early Intervention"! For more information about this conference, visit: www.eotta.ccresa.org or to learn about services for infants and toddlers, visit: 1800EarlyOn.org.
Architectural Precast Concrete for Commerical and residential applications. Gives brief desciption of company as well as out of the box design options.
Early On Michigan Family Guidebook in Arabic. Early On provides early intervention services for children, ages birth up to age 3, with developmental delay(s) and/or disabilities, and their families.
2010 Early On Annual Conference and Faculty Colloquium offers, "The REAL Magic of Communication", October 21 - 22, 2010 on the campus of Michigan State University at the Kellogg Center in East Lansing MI. For additional information about the annual conference, visit http://www.eotta.ccresa.org.
Most parents wonder at times if their child is growing and developing like other children. If you question how your child is developing, "Don't worry. But don't wait." Early On Michigan assists families with infants and toddlers, from birth until 36 months of age, who have a delay in their development or a diagnosed disability.
Serving Special Education Students in Washington, DCDCAYA
Advocates for Justice and Education presented at a DC Alliance of Youth Advocates Brown Bag Lunch on the legal processes and resources for IEP students in DC.
The Education Act 1996 Section 312(2) as amended by the SEN and Disability Act 2001 provides the legal definition of learning difficulty. A child has a “learning difficulty” if:
(a) he has a significantly greater difficulty in learning than the majority of children his age,
(b) he has a disability which either prevents or hinders him from making use of educational facilities of a kind generally provided for children of his age in schools within the area of the local authority, or
(c) he is under the age of five and is, or would be, if special educational provision were not made for him, likely to fall within paragraph (a) or (b) when of or over that age.
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
Overview on the Early Intervention [EI]Multi-Disciplinary Evaluation (MDE) Process as well as key legislation regarding the assessment of EI eligibility of young children.
The information in these slides was shared by Kamna Seth and Gauri Shirali-Deo of The Source for Learning, Inc's Early Childhood team, during VAECE's 2017 Annual Conference in Hampton Roads, VA on April 1, 2017.
PRESENTATION OVERVIEW
This session focused on the definition and scope of early intervention; reflected on the urgency and importance of early diagnoses of developmental delays; and provided techniques to meaningfully use information gathered through observational data and to connect child progress to educational decisions.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
Lab rubricInstructor Guidelines First enter scores (between 0 and.docxcroysierkathey
Lab rubricInstructor Guidelines: First enter scores (between 0 and 4) into yellow cells only in column F. Then, include student-specific feedback in the appropriate cell.InappropriateBelow AverageAverageAbove AverageScoreWeightFinal Score1234The entry is on topic and includes content to support the unit Learning Objectives.Submission does not relate to the topic.Answers some question/topics with some content linked to only one unit Learning Objective.Answers all questions with some content linked to at least two unit Learning Objectives.Answers all questions with opinions/ideas creatively, clearly, and completely with obvious support of all unit Learning Objectives.60%0.00The entry demonstrates critical thinking by supporting opinions with example and explanations.Submission does not relate to the topic.Answers some question/topics with some clearly stated opinions. No example is provided.Answers all questions with opinions and ideas that are stated clearly. At least one example is provided.Answers all questions with opinions/ideas creatively, clearly, and completely. More than one example is provided.20%0.00The entry meets length stated in assignment requirements.Submission did not meet stated length.Submission met or exceed the stated length.10%0.00Spelling/
Grammar/ Formatting/ MechanicsSignificant errors in spelling and/or grammar. Major flaws in writing mechanics and formatting.Poor spelling and grammar are apparent. Does not use APA style formatting when needed.Uses Standard English with rare errors and misspellings. Minor errors in APA style formatting.Consistently uses Standard English with rare misspellings. Appropriate mechanics and APA style formatting.10%0.00100%0.00Final Score0Percentage0.00%Total available points =204Rubric ScoreGrade pointsPercentageLowHighLowHighLowHigh3.54.0182090%100%2.53.49161880%89.99%1.72.49141670%79.99%0.01.00014069.99%
FEDERAL AND STATE FUNDING FOR CHILD CARE AND EARLY LEARNING
Early childhood professionals, such as child care providers, teachers, and consultants, receive federal and state funding to provide a variety of
services to children in low-income working families. Federal and state funding for early childhood services are available through a complex maze
of funding streams and government agencies. The following are some quick facts about early childhood services and the funding streams that
support these services.
■ Most federal funds are granted to State agencies to provide statewide services. Some federal funding is provided directly to local public and
private entities. 1
■ Federal and state funding for child care services is also provided directly to parents via tax credits. Some States have established business tax
credits to support child care providers directly. There are also tax credits available for businesses that sponsor child care for their employees.
■ The Federal and the State Departments of Education fund public (schools) and private ...
LICCs are local planning and advisory bodies for the local Early On system, established through the 56 ISDs in Michigan. LICCs mirror the mandated MICC in concept and allow for involvement of parents, agencies, organizations, and individuals necessary to develop and maintain a coordinated early intervention service system. The role of an LICC is to advise and assist the intermediate school district in matters related to Part C of the Individuals with Disabilities Education Act (IDEA), Early Intervention Program for Infants and Toddlers with Disabilities: Final Regulations. In Michigan we call this program Early On. LICC activities include: fostering interagency collaboration and information sharing, disseminating public awareness and other materials that help caregivers identify potential developmental delays and disabilities, promoting parent and family involvement in all community activities, and encouraging community efforts supporting inclusion of children with special needs and their families.
Joining Your Local Interagency Coordinating Council in MichiganEarly On Michigan
In Michigan, There are 56 intermediate school districts (ISDs) in Michigan that provide Early On® services to infants, toddlers, and their families. Each ISD has a Local Interagency Coordinating Council. The LICC advises the intermediate school district in the provision of Early On services to infants, toddlers, and their families. Each LICC meets a minimum of four times per year.
This brochure (tri-fold) helps to explain a family's rights, otherwise known as procedural safeguards, when they have a child who is receiving services and/or supports through Early On Michigan. For more information visit: 1800EarlyOn.org
This pocket guide is intended for physician's and medical professionals who are referring infants and toddlers, birth up to age 3, to early intervention services through Early On Michigan. For more information visit: 1800EarlyOn.org.
Michigan Department of Education, Office of Field Services http://www.michigan.gov/ofs provided this presentation, "Giving Something Extra Puts Students on Top" on 2/16/11 at the MI3-Community Learning Forum, "Dispositions and Practices for Facilitated Parent Involvement".
This document is a resource list provided at the 2010 Annual Early On Conference/Workshop titled, "Partners in Communication". The PowerPoint presentation accompanies this piece. Presenters included three students from Michigan State University and two parent partners.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Early On Child Find In Service Sept. 2007
1. Child Find in IDEA
Part B and Part C
Presented by
Sharon L. LaPointe
LaPointe & Butler PC
Okemos MI 48864
2. Introduction to Child Find
Identify, locate, evaluate
Children “suspected” of having a disability
0-26 in Michigan
– In or out of school:
• Preschoolers
• Drop-outs
• Migrant/homeless
• Children in foster care
– Public or private schooled
IDEA 04 concerned about students falling
through the cracks: homeless, transfer/
migratory students, wards of state, private
school students
3. Introduction to Child Find
General concepts for identifying children with
suspected disabilities
– Requires knowledge
• Of what constitutes a disability
• Specifically the “conditions” and suspected adverse
impact
– Requires efforts
• In house
• Out house
– Requires documentation
6. IDEA 2004 Part C Congressional
Findings (A-15)
“Urgent and substantial need”:
– To recognize the significant brain
development that occurs during a
child’s first 3 years
– To enhance ability to child-find and meet
needs of all children, particularly…..infants
and toddlers in foster care.
7. Part C-State Grant Requirements
Additional language requiring Statewide
early intervention system to include : (A-
16)
– A rigorous definition of developmental delay
– Child find referral system to “ensure rigorous
standards for appropriately identifying infants
and toddlers with disabilities for services
under this part that will reduce the need for
future services.”
8. Part C-State Grant Requirements
Why the focus on rigorous definition of
developmental delay?
– Portal term
– ITWD=individual under 3 who needs early
intervention services because
• experiencing developmental delays as measured by
appropriate diagnostic instruments and procedures in 1
or more of the areas of cognitive, physical,
communication, social or emotional, and adaptive
development
• Has a diagnosed physical or mental condition that has a
high probability of resulting in developmental delay
(established condition)
9. Part C-State Grant Requirements
Additional language requiring
– Public awareness program information
disseminated by lead agency to all primary referral
sources
• “to be given to” versus “for” parents
• “especially to inform parents with premature infants,
or infants with other physical risk factors associated
with learning or developmental complications
• Not just EIS under Part C, but also SE under Part B-
Section 619.
– See A-16
10. Flex C State Incentive Grants
If federal Part C appropriations exceed
$460,000,000 in any fiscal year
– USDOE to reserve 15% of total Part C
appropriation for State Flex C grants (S-166#1)
• Flex C allows parents of Part C eligible children who
also eligible for Part B SE under Section 619 to elect
(pre-3) either continued EIS under Part C or FAPE
under 619 until enter/eligible to enter kindergarten
– Not applicable in FY 05($444) or 06 because
appropriation did not exceed $460M.
11. IDEA 2004 Requirements if State
Does Flex C
If State participates in Flex C
– State system for Part C must include
• Mandatory referral for evaluation for EIS
– of any child
» Joint Conference Committee Report reflects
House ceded to Senate language, which
described as child below 3
» Actual IDEA language doesn’t limit;
presumably would include 0-5
– experiencing substantiated trauma from family
violence per Family Violence Prevention and
Services Act. See A-38
12. Part C State Application:
Mandatory Referral?
Added language/assurances
– State policies/procedures that “require the
referral for EIS...of a child under the age of 3
who
• Is involved in a substantiated case of child abuse or
neglect, or
• Is identified as affected by illegal substance abuse,
or withdrawal symptoms resulting from prenatal drug
exposure”
– Joint Conference Committee Report indicates
that this is really a referral for screening (as to
whether a suspected disability versus
evaluation due to already suspected disability).
14. Proposed Child Find Changes
(A-19 & 20)
Would clarify that child find includes methods
for determining which children are in need of
early intervention services and which are not
Would add language requiring child find
coordination with
– Head Start and Early Head Start
– Child protection programs,
– State agency responsible for administering Child
Abuse Prevention and Treatment Act (CAPTA)
– Programs that provide services under the Family
Violence Prevention and Services Act for States
electing to make EIS available to 3-5 yr olds.
15. Proposed Referral Changes
Currently referral required within 2 working
days from time that child identified as
suspected Part C (A-30)
Because USDOE anticipating more referrals,
2 WD’s not practicable; proposing “as soon as
possible” after identified.
Mandatory referral of specific at-risk children
– involved in substantiated case of child
abuse/neglect
– ID’d as affected by illegal substance abuse, or
withdrawal symptoms resulting from prenatal drug
abuse (A-22)
16. Proposed Referral Changes
Expanded definition of “primary referral
sources”
– Schools, clinics, public agencies and staff in child
welfare system including child protective service
and foster care, homeless family shelters, and
domestic violence shelters and agencies for
States electing to make EIS available for 3-5 year
olds
– See A-22
17. Screening (A-24)
Always allowed pre-referral
New language to allow post-referral
– ID from increased # of potential referrals those
potentially eligible for EIS
– If screening indicates that child is suspected of
having a disability, lead agency must conduct
evaluation to determine
– If screening suggests that not disabled, notice to
parent that will not be conducting an evaluation
• If parent requests evaluation, then must conduct
– If child’s eligibility already determined
18. PART B & MMSEA
Children/Students with
Disabilities (Ages 3-26)
20. Reasons Districts Should Care
About Child Find
Fulfilling obligation under the law
Assisting a child in need
Early intervention should help AYP
Bad things can happen when you don’t
– See Lakin v. Birmingham Public Schools
• Court awards partial reimbursement for private
placement.
21. Case Law on Successful
Community Child Find
Widely disseminate information
Use media/organizations as outlets
Develop/participate in outreach programs
Document ongoing efforts
Child Find efforts are systemic until the
district has a specific suspicion, e.g., a
specific parent inquiry is made
See Doe v. Metropolitan Nashville Public Schools, 34
IDELR 256 (6th Cir. 2001).
22. In-House Child Find
All staff are potential child-finders
Training on red flags
– Excessive disciplinary referrals
– Failing grades
– Low achievement scores
– Excessive absenteeism
RTI can be effective tool
– IDEA 2004 allows districts receiving Part B funds
to use up to 15% for early intervening services
• At risk K-12 children not eligible for special education
23. Intervention
1 2
5 4 3
Gen Ed Intensive
1 2 Special Ed
5 3 Instruction:
4 Core &
1 General Education Intensive
2
With Support Program
5 3
4
Amount of Targeted
Resources General Instruction: Core
Needed
To Solve
Education & Supplemental
Problem Program
Benchmark
Instruction:
Core Program
Intensity of Problem
25. Parentally Placed Private School
Children –IDEA 04 Regs
Regulations apply to parentally-placed
children with disabilities enrolled in private
elementary and secondary schools as
defined by state law.
– In Michigan, “school” is grades K-12.
See generally, USDOE guidance “Questions
and Answers on Serving Children with
Disabilities Placed by Their Parents at Private
Schools” (March 2006)
26. IDEA 04 and Private Schools
General Assurances (A-2)
– Apply to district where the private school is located,
aka DOL
– Proportionate share of Part B funds
• State and local funds may supplement, but not
supplant the proportionate share of federal $
• Share based on results of thorough and complete
child find after timely and meaningful consultation
with private school reps
• LEA records on # evaluated, #eligible, # served
Practice Tip: Private schools not a post-
script.
27. Private School Assurances
Child find process (A-2)
– Designed to ensure accurate count and
equitable participation
– Similar activities and time frames as for public
school students
– CF/eval costs can’t be counted toward
proportionate share requirements
Practice Tip: Child Find activities and
timelines must be documented.
28. Private School Assurances
Timely, meaningful consultation (A-2)::
– Child find process: how parent-placed private
school (PPPS) children suspected of having
disability can participate equitably; how parents,
teachers and officials informed of
– Ongoing consultation between LEA, private school
officials and parent representatives
– How and when service decisions made
– Written explanation if LEA disagrees with private
school views on provision of services or types
Practice Tip: Develop checklists, logs, forms
29. Private School Child Find
Limitation
Fitzgerald v. Camdenton Sch. Dist., 45 IDELR
59 (8th Cir. 2006):
– Court ruled that school district attempting to fulfill
child find did not have the unfettered right to
conduct evaluation of child with suspected
disability by override hearing, where parents
waived IDEA rights
• Refused consent
• Withdrew student to home school
• Evaluated privately and provided SE services through
private sources
Codified by IDEA 2004 regulations
30. Parentally Placed Private School
Children– IDEA 04 Regs (A-4)
District where private school located (DOL) is
responsible for child find.
– Parent may refuse consent for evaluation. DOL
cannot override refusal.
– Child find responsibility includes reevaluation.
– DOL must provide procedural safeguards notice
upon conducting initial evaluation.
Child find obligation is for all enrolled
students, even if not residents of Michigan.
31. Parentally Placed Private School
Children– IDEA 04 Regs
District of residence (DOR) responsible for
making FAPE available to child. (A-11)
– Need not offer if parent makes clear intent to keep
child in private school
– DOL cannot notify DOR that it has identified a
CWD who is resident of DOR without parental
consent (A-10)
– DOR could be required to do FAPE evaluation at
same time DOL doing child find evaluation (A-11)
32. Parentally Placed Private School
Children– IDEA 04 Regs
Parental rights for alleged CF violations in
private school situations:
– Parent may request due process hearing against
DOL for violation of child find requirements –
identification and evaluation
– For child find, parent entitled to all procedural
safeguards from DOL, including IEEs
– Parent may also file Part 8 complaint against DOL
on child find issues
– Parent limited to Part 8 complaint on offer or
provision of services issues