Child Find Procedure
Child Find Procedure
34 CFR 300.111 Ed 1126.01(b)(1) Ed 1105
Participation with Other Agencies
Ed 1126.01(b)(10)
The Milford School District understands its obligation to find children who are potentially a child
with a disability who is 2.5 years of age up to 22 years of age. This responsibility is known as
child find and is defined in the NH Standards for the Education of Children with Disabilities
under section Ed 1105.
with a disability who is 2.5 years of age up to 22 years of age. This responsibility is known as
child find and is defined in the NH Standards for the Education of Children with Disabilities
under section Ed 1105.
The Milford School District ensures that all children who have disabilities, from 2.5 to age 22,
who reside in the District, and who need special education and related services are identified,
located and evaluated. This applies to all children with disabilities, including highly mobile
children (such as migrant and homeless children), children placed in homes for children, health
care facilities, or state institutions, and children who are suspected of being eligible under IDEA,
even though they are advancing from grade to grade. In addition, this applies to those children
attending approved, non-public private schools within the geographic boundaries of the District.
who reside in the District, and who need special education and related services are identified,
located and evaluated. This applies to all children with disabilities, including highly mobile
children (such as migrant and homeless children), children placed in homes for children, health
care facilities, or state institutions, and children who are suspected of being eligible under IDEA,
even though they are advancing from grade to grade. In addition, this applies to those children
attending approved, non-public private schools within the geographic boundaries of the District.
All data and information collected and used under this section are subject to confidentiality
requirements as described in the Confidentiality section.
The District ensures that all Child Find activities are completed within applicable timelines.
The District Child Find program includes, at a minimum, the following:
Annual Dissemination of Child Find Procedures
On an annual basis, the District publicizes and disseminates information in the local newspaper,
which describes its Child Find Program. This includes a description of the District's special
education program, supports and services, including a contact person, his/her functions, and
how he/she might be contacted for further information or referral. This information is also
posted on the school district website, in local community buildings, and on the school district
social media platforms.
The District annually provides all parents of children with disabilities information regarding their
rights and responsibilities under federal and state special education laws.
On an annual basis, the District contacts all approved nonpublic private schools (including
religious elementary and secondary schools) within its geographic boundaries regardless of
where the child resides. The District conducts a consultation meeting and advises school
officials of the District's responsibilities to identify and evaluate all students who are suspected
of or known to be a child with a disability enrolled in such schools. The District conducts child
find activities that ensure equitable participation of private school students with disabilities and
provide an accurate count of those students. All child find activities conducted for children
enrolled in private schools by their parents are similar to those activities conducted for children
who attend public schools in the District. Referrals from approved nonpublic schools are
forwarded to an appropriate special education team for further consideration.
of or known to be a child with a disability enrolled in such schools. The District conducts child
find activities that ensure equitable participation of private school students with disabilities and
provide an accurate count of those students. All child find activities conducted for children
enrolled in private schools by their parents are similar to those activities conducted for children
who attend public schools in the District. Referrals from approved nonpublic schools are
forwarded to an appropriate special education team for further consideration.
The District ensures there are continuing efforts related to cultural competency in relationship
to public awareness and child find activities, such as the ability to communicate with and relate
to parents and families in ways which are appropriate to their individual racial, ethnic, and/or
cultural backgrounds.
Referral Process
Any person may refer a child to the IEP team for reasons including, but not limited to, the
following:
- Failing to pass a hearing or vision screening
- Unsatisfactory performance on group achievement test or accountability measures
- Receiving multiple academic and/or behavioral warnings or suspensions/expulsions from
a child care or after school program - Repeatedly failing one or more subjects
- Inability to progress or participate in developmentally appropriate preschool activities
- Receiving services from family centered early supports and services
The District ensures that all referrals from parents and others who suspect or know a child with
a disability are forwarded to the special education evaluation team. The District shall provide
the parents with a written notice of receipt of the referral.
a disability are forwarded to the special education evaluation team. The District shall provide
the parents with a written notice of receipt of the referral.
Transition Process for Children Exiting Family Centered Early Supports and Services Who is
Potentially a Child with a Disability
Potentially a Child with a Disability
The District shall coordinate with area agencies and family centered supports and services to
establish a process of District notification of children served by these programs consistent with
the interagency agreement between the District and the area agencies providing family
centered supports and services.
- Ed 1105.04(a): The District shall develop a written early transition process for children
exiting family centered early supports and services which assures that any child who is
potentially a child with a disability is evaluated and eligibility for special education is
determined prior to the child’s third birthday. If a child is determined to be a child with a
disability eligible for special education and related services, the District shall ensure that
an IEP is developed and implemented on/before the child’s third birthday. - Ed 1105.04 (b): The transition process in Ed 1105.04(a) shall include a written
interagency agreement between the District and the local area agencies, as defined by
RSA 171-A:21-b, responsible for the provision of family centered supports and services in
that community.
Participation with Other Agencies
The Milford School District welcomes the opportunity to collaborate with other agencies who
provide services to students. Such agencies may include but is not limited to counselors,
medical providers, and therapists. The district is required to have releases for communication
on file in order to participate in this sort of interagency collaboration. Parents are encouraged
to share contact information of appropriate agencies and consider granting permission for
communication with the district.
The district also maintains contact and/or correspondence, on at least an annual basis, with
agencies or groups within the area served by the District. Included in this communication is an
explanation of the referral process and a request that the organizations refer students for whom
an educational disability is suspected.