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NEPN/NSBA Code: IHBAC
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MSAD #37 POLICY CHILD FIND MSAD #37 seeks to ensure that all students
within its jurisdiction are identified, located and evaluated who are
school-age 5 through the school year in which they turn 20 and who are in
need of special education and supportive assistance -- including state wards,
state agency clients, students who have been suspended or expelled, children
attending private schools and home schools, institutional residents, children who have the
equivalent of 10 full days of unexcused absences or 7 consecutive school days
of unexcused absences during a school year, highly mobile children with disabilities,
and children who are suspected of being disabled and in need of special
education and supportive assistance even though they are advancing from grade
to grade. This child find responsibility shall be accomplished through a District-wide process which, while not a definitive or final judgment of a student’s capabilities or disability, is a possible indicator of special education needs. Final identification of students with disabilities and programming for such students occurs only after an appropriate evaluation and a determination by the IEP Team. As part of this child find
responsibility, the Local School Unit shall identify, locate and evaluate all
students enrolled in public school, private schools, or home schools,
including all entering kindergarten students and transfer students at any
grade level. The child find process
shall include obtaining data on each student through multiple measures,
direct assessment and parent information regarding the student’s academic and
functional performance, gross and fine motor skills, receptive and expressive
language skills, vision, hearing and cognitive skills. SAD #37 may schedule child find activities
during its annual kindergarten enrollment to assist in planning for necessary
special education and related services at the start of the school year. If screening occurs in the spring prior to
school entry, SAD #37 will refer the child to the regional Child Development
Services (CDS) site within 10 school days. If the child find process
indicates that a student may require special education and supportive
services in order to benefit from regular education, the student shall be
referred to the IEP Team to determine the student’s eligibility for special
education services. School staff, parents, or
agency representatives or other individuals with knowledge of the child may
refer students to the IEP team if they believe that the student, because of a
disability, may be in need of special education and supportive services in
order to benefit from regular education.
Some factors that may be
considered when making a referral might include whether the student has
accumulated 45 absences during a school year, has been suspended or removed
for disciplinary reasons in excess of 10 cumulative school days in the school
year, or has experienced an illness, hospitalization, or accident that may
indicate a need for special education and supportive services. These considerations are guidelines only,
and do not mandate or preclude referral to the Pupil Evaluation Team. References: 34 C.F.R. § 300. Adopted: June 14, 2000 Revised: August 27, 2008 |
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