Child Find - 3.1 General

(See Overview in the Introduction for more information on the SPP.)

SPP 8:

Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. (20.U.S.C. 1416 (a)(3)(A))

SPP 9:

Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification. (20.U.S.C. 1416 (a)(3)(C))

SPP 10:

Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. (20.U.S.C. 1416 (a)(3)(C))

SPP 11:

Percent of children with parental consent to evaluate, who are evaluated within 60 days (or state established timeline). (20.U.S.C. 1416 (a)(3)(B))

SPP 12:

Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. (20.U.S.C. 1416 (a)(3)(B))

To provide a framework in which school districts (LEAs) identify, locate and evaluate all children with disabilities, birth through age 21, who are in need of early intervention or special education services. From birth through 2, services are provided by Help Me Grow. Beginning at age 3, services are provided by the local education agency.

3301-51-03
Child find
(A) Each school district shall adopt and implement written policies and procedures approved by the Ohio Department of Education, Office for Exceptional Children, that ensure that all children with disabilities residing within the district, including children with disabilities who are homeless children or are wards of the state, and children with disabilities attending nonpublic schools, regardless of the severity of their disability, and who are in need of special education and related services are identified, located, and evaluated as required by the Individuals with Disabilities Education Act, as amended by the Individuals with Disabilities Education Improvement Act of 2004, December 2004 (IDEA) and federal regulations at 34 C.F.R. Part 300 (October 13, 2006) pertaining to child find, including the regulations at 34 C.F.R. 300.111 and 300.646(October 13, 2006) and as required by the provisions of this rule.

Local school districts, including community schools, develop and approve policies and procedures or adopt those of the state to ensure requirements are in place to identify, locate and evaluate all children with disabilities, regardless of their situations, who have significant, individual needs and require intensive interventions through special education and related services. (Reference:A Comprehensive System of Learning Supports Guidelines)

Children who are not identified to receive intensive intervention through special education and related services, but who are performing below grade-level standards, will receive targeted instruction and support interventions outlined in Rule 3301-35-06 of the Administrative Code. These may involve school and/or community-based resources. These resources may include health and social services, short- and long-term counseling, case management, juvenile justice, drug and alcohol treatment, shelter, early childhood programs, faith-based resources, truancy programs, social skills program, school counseling, supplemental services, after-school programs and other summer programs. All interventions are research-based or evidence-based.

The local district will develop and implement an effective and practical system for identifying and assuring that all children within the local school district who are receiving special education and related services are accurately accounted for, based on the reporting needs of the state.

For preschool, districts can address interventions through general programming that may be an early learning initiative or early childhood education (formerly public preschool) partnership or collaboration with community early learning providers.