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Check out this Bound Document designed by Leahnna Olmedo.

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All about Early Start Family Resource Network (ESFRN)

Who are we? What do we do? How are we funded?

The Early Start Family Resource Network (ESFRN) provides parent-to-parent support, information and resources to families who have children with special needs living in Riverside and San Bernardino Counties. All services provided by the ESFRN are at no cost to Early Start families. A network of Early Start Parent Representatives are available to support families, provide information and resources, and assist families to navigate various services and agencies.
The ESFRN receives funding from the California Department of Developmental Services (DDS).

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The Early Start Family Resource Network (ESFRN) provides parent-to-parent support, information and resources to families who have children with special needs living in Riverside and San Bernardino Counties. All services provided by the ESFRN are at no cost to Early Start families.

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Early Start Family Resource Network Brochure (ENGLISH)

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Early Start Family Resource Network Brochure (ENGLISH)

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Folleto del Centro de Recursos para la Familia (ESPAÑOL)

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Folleto del Centro de Recursos para la Familia (ESPAÑOL)

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Angeles con Futuro Support Group 2023 Calendar

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Angeles con Futuro Support Group 2023 Calendar

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An Early Start Guide for Parents (English)

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An Early Start Guide for Parents (English)

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Resources on culturally and linguistically appropriate services, cultural and linguistic competency, health equity, health disparities, and much more

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Beyond Colorblindness: Addressing Racial Trauma and Racial Bias in Social Work

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Beyond Colorblindness: Addressing Racial Trauma and Racial Bias in Social Work

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Within the last several years, there have been numerous studies linking racist acts, both violent and nonviolent, to symptoms of trauma in people of color (POC). I believe it is important for social workers to be aware of the ways in which people of color experience racism, the ways in which our own personal biases can affect the therapeutic process, and how these relate to the NASW Code of Ethics.

Racial Trauma

People who experience racial trauma can develop the same post-traumatic symptoms as physical trauma and sexual assault survivors. Symptoms can include anxiety, depression, hypervigilance, somatization, and rumination. Social workers can provide support to clients by validating their emotional reactions and identifying racial trauma as what it is- trauma. For this reason, research indicates that applying treatment approaches for PTSD also works for survivors of racial trauma (Polanco-Roman, Danies, & Anglin, 2016; Robert, Gillman, Breslau, & Breslau, 2018).

Racial trauma can take the form of violence committed against POC. However, more subtle and covert forms of racism can also lead to a trauma response. These covert forms of racism can include institutionalized racism, conflict with teachers while growing up, unnecessary placement in special education, and disparities in access to healthcare and housing. Microaggressions are another form of subtle racism. Microaggressions include racist jokes, inappropriate comments, and prejudice (Polanco-Roman, Danies, & Anglin, 2018; Malone & Malone, 2015; Jerniga & Daniel, 2011).

When Caucasian clinicians accept that people of color experience discrimination in ways white Americans do not, we improve our cultural competence. This is a change from the outlook of "I'm colorblind" and "I don't see color," which research indicates is neither helpful nor realistic. Instead, social workers can ask clients about their history of racial trauma, validate the experiences for what they are (trauma), address self-blame, and incorporate these disclosures into culturally competent treatment plans (Burkard & Knox, 2004; Sue, 2013; Plaut, Thomas, Hurd, & Romano, 2018).

Racial Bias

In addition to accepting and learning about racism as experienced by POC, social workers must be mindful of our own prejudices and emotional reactions when working with racial minority clients, as uncomfortable as this process may be (Reynolds, 2017). We all have implicit bias, which refers to the unconscious preferences and judgments we make about people based on race and gender. Among clinicians, implicit bias can negatively affect communication and decision-making with clients (Gonzalez, Deno, Kintzer, Marantz, Lypson, & McKee, 2018). Guidance from supervisors can help us effectively work through these implicit biases (Pieterse, 2018). Harvard University's Project Implicit provides another useful approach to addressing our implicit biases. Project Implicit is an online test to assess unconscious biases the user may have (https://implicit.harvard.edu/implicit/).

Ethics

Education on the unique experiences of people of color and self-awareness of our own implicit biases are also crucial to ensure we best follow the NASW Code of Ethics (2018). The NASW Code of Ethics, Ethical Standard 1.05, Sections (a), (b), and (c), Cultural Awareness and Social Diversity, requires social workers (a) "understand culture and its function in human behavior and society," (b) "have a knowledge base of their clients' culture and be able to demonstrate competence in the provision of services that are sensitive to clients' culture and to differences among people and cultural groups," and (c) "obtain education about and seek to understand the nature of social diversity and oppression with respect to race."

As social workers in an increasingly diverse society, learning from and about others' experiences is crucial in our care for clients and adherence to our field's ethical standards. Addressing racial trauma directly with clients, validating the trauma response, and continual self-reflection on our own biases best serves our clients and our profession as a whole.

References

Burkard, A. W., & Knox, S. (2004). Effect of therapist color-blindness on empathy and attributions in cross-cultural counseling. Journal of Counseling Psychology, 51(4). DOI: 10.1037/0022-0167.51.4.387.

Gonzalez, C. M., Deno, M. L., Kintzer, E., Marantz, P. R., Lypson, M. L., & McKee, M. D. (2018). Patient perspectives on racial and ethnic implicit bias in clinical encounters: Implications for curriculum development. Patient Education and Counseling, 101(9), 1669-1675. Retrieved from https://doi.org/10.1016/j.pec.2018.05.016

Jerniga, M. M., & Daniel, J. H. (2011). Racial trauma in the lives of black children and adolescents: Challenges and clinical implications. Journal of Child & Adolescent Trauma, 4(2), 123-141. doi.org/10.1080/19361521.2011.574678

Malone, M., & Malone, H. (2015). Housing segregation and the prison industrial complex: Looking at the roots of today's school-to-prison pipeline. In L. Dowdell Drakeford (Ed.), The Race Controversy in American Education, (Vol. 1, pp. 149-168). Santa Barbara, CA: Praeger.

National Association of Social Workers. (2018). Code of ethics. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Pieterse, A. L. (2018). Attending to racial trauma in clinical supervision: Enhancing client and supervisee outcomes. The Clinical Supervisor, 37(1), 204-220. doi.org/10.1080/07325223.2018.1443304

Plaut, V. C., Thomas, K. M., Hurd, K., & Romano, C. A. (2018). Do color blindness and multiculturalism remedy or foster discrimination and racism? Current Directions in Psychological Science. Retrived from https://doi.org/10.1177/0963721418766068

Polanco-Roman, L., Danies, A., & Anglin, D. M. (2016). Racial discrimination as race-based trauma, coping straetgies, and dissociative symptoms among emerging adults. Psychological Trauma, 8(5), 609-17. doi: 10.1037/tra0000125

Reynolds, J. E. (2017). Addressing racial trauma in therapy with ethnic-minority clients. Eds: Lebow, J., Chambers, A., & Breulin, D. C. Encyclopedia of Couple and Family Therapy. doi.org/10.1007/978-3-319-15877-8_931-1

Robert, A. L., Gillman, S. E., Breslau, J., & Breslau, N. (2018). Race/ethnic differences in exposure to traumatic events, development of post-traumatic stress disorder, and treatment-seeking for post-traumatic stress disorder in the United States. Psychological Medicine 41(1), 71-83.

Sue, D. W. (2013). Race talk: The psychology of racial dialogues. American Psychologist, 68(8), 663-672. Retrieved from http://dx.doi.org/10.1037/a0033681
Alexandra Pajak, LCSW, earned degrees from Agnes Scott College, Georgia Tech, and The University of Georgia. She has more than 10 years' experience in the correctional mental health field.

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Beyond Colorblindness: Addressing Racial Trauma and Racial Bias in Social Work

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Within the last several years, there have been numerous studies linking racist acts, both violent and nonviolent, to symptoms of trauma in people of color (POC). I believe it is important for social workers to be aware of the ways in which people of color experience racism, the ways in which our own personal biases can affect the therapeutic process, and how these relate to the NASW Code of Ethics.

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Article: Larry P. v. Riles (1979) court case is the basis for the law that disallows the administration of standardized intelligence quotient (IQ) tests for the placement of African American children.

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Darryl and Cecilia Lester at their home in a redeveloped housing project in Tacoma, Washington. Darryl never knew he was the lead plaintiff in a landmark California special education lawsuit filed in 1971 - or that his pseudonym was "Larry P" - until a reporter tracked him down. (Lee Romney/KQED)

Darryl Lester was at his mom's place in Tacoma, Washington, when a letter he'd been waiting for arrived in the mail. At 40, he was destitute, in pain and out of work.

'My dream is to be able to pick up a book and read it by myself.' Darryl Lester, lead plaintiff in landmark special education lawsuit in California

The letter delivered good news: Lester would be getting disability benefits after blowing out his back in a sheet metal accident. But he crumpled it up and threw it in the trash.

Why? Because he couldn't read it. From first through seventh grades, Lester had attended three public schools in San Francisco. At each, he struggled with reading and didn't get the help he needed for it.

Their first home was a Victorian in the Fillmore District. Lester said he learned his way around the "gorgeous" city by bus and bicycle. Life was pretty good, except in school. Although he was "very good at math," Lester said, he had a hard time with reading.

Lester said he remembers a teacher telling him he was looking at words backwards as he sought to pronounce them. People with dyslexia see words the same way as everyone else - but have a neurobiological language processing disorder that's often responsive to intervention.

But data released in 2016 show that black students nationwide are still being placed disproportionately in special education - particularly in categories like "emotional disturbance," which are tied to behavior. They're underassessed in categories such as autism spectrum disorder. And some who need special education don't get assessed for anything. That, parents and special education advocates say, is because some teachers expect so little of them.

Mauricha Robinson said it's not just boys: Her daughter Zariah excelled in school until sixth grade - when the curriculum got more complex. She tanked in her studies for the next two years.

Instead of seeking to assess Zariah for special needs, Robinson said, the school was kicking her out of class, sending her home or to the principal's office.

That's also common: Research has shown that adults at school often treat black girls "as less innocent and more adult-like than white girls of the same age" and punish them more harshly as a result.

So Robinson got some advice: If she requested her daughter get assessed, she'd be inoculated against expulsion. And she did: The assessment showed Zariah has a learning disability - a cognitive processing disorder that affects short-term memory and comprehension.

But many advocates for black students want the ban to remain in place, saying so many other biases still exist in the educational system.

Revisiting his schooling and the burden he carried into adulthood has been painful, he said. But it has driven him to share his experience in hopes that it might help today's black students who aren't getting the support they need.

Last spring, Lester returned to San Francisco for the first time since he testified. He was the guest of honor on a panel that included mothers of current black special education students.

"If a teacher's not helping you, that is not good," Lester told the gathering of educators, disability rights advocates and black parents, his voice cracking. "You've got other kids that will make fun of you. And if you're a kid that can't read something, it's embarrassing."

To the few students who attended the event, Lester said he had a special message: They should fight for an education and never feel ashamed.

Next week, he'll tell his story again at the convention of the California Association of School Psychologists, the organization trying to lift that Larry P. ban.

Meanwhile, the grassroots group Decoding Dyslexia CA and the Northern California branch of the International Dyslexia Association are fundraising to create a "Larry P." scholarship for African American students in Northern California who are struggling to read.

Decoding Dyslexia CA has also found a tutor in Tacoma to teach Lester to read. Lester knows it will be hard work, but he said: "My dream is to be able to pick up a book and read it by myself."
An earlier version of this story aired on KALW's news magazine, Crosscurrents. This story was reported with the support of the Fund for Journalism on Child Well-Being, a program of the University of Southern California Center for Health Journalism.
John Affeldt, a managing attorney at Public Advocates, one of the civil rights firms that filed the Larry P. lawsuit, acknowledged IQ tests have improved since then - but not by enough.

Putting an intelligence label on a student is "like walking around with dynamite," he said. "It's not going to blow up for every kid."

But when it does, the cost is simply too high.

That's what happened to Darryl Lester. His lack of an education, inability to read and the shame he carried cost him. He struggled with addiction and low-wage jobs before hard physical labor left him disabled.

Lester said he has worked hard to rise above all that. He has been sober for 18 years now, happily married for 14. He and his wife, Cecilia Lester, now live in a redeveloped Tacoma housing project.

But Cecilia sometimes finds him alone, crying.

"It hurts on the inside, but you have to swallow your pride and look over it and just find some strength somewhere and say, 'Hey, come on, you can do this. I'm better than this,' and that gets me through the day," he said.
'To Be Able to Pick Up a Book and Read it by Myself'
The Larry P. case remains the subject of academic articles, online tutorials and plenty of debate. But for decades, the identity of Larry P. - and what happened to him - remained a mystery.

That's no longer true, and Darryl Lester said he wants some good to come of it.

For eighth grade, Robinson moved Zariah into a regular class in a new school with some special assistance. It's called "full inclusion" and aims to keep special education students from being singled out. Zariah's grades shot up.

Jean Robertson, chief of special education services for SFUSD, said the push for "full inclusion" is among many changes the district has been implementing since a 2010 audit found black students were more likely to be segregated from the mainstream student population in special classes.

The audit also found black students were significantly overrepresented in several special education categories, like "emotional disturbance": They were 8.5 times more likely than non-black students to be designated "emotionally disturbed." Today, that number is down to about four times more likely.

California Department of Education data received in response to a public records request show 28 of the state's nearly 1,000 school districts faring worse for black students in that category. The relatively low number of 28 is not surprising since many districts serve a very small number of black students, or none at all. At the high end, the data showed that one Southern California district is 12 times more likely to categorize black students as "emotionally disturbed."

Other changes SFUSD has made over the past decade include working to support students early on so they don't land in special education, doing deeper assessments and better tailoring services to each special education student instead of putting them in cookie-cutter programs.

But deciding who belongs in special education and who requires other types of support remains a huge challenge.

"That's the crux of my tension in this work," Robertson said. "That is with me every single day, particularly for black children."
Putting an IQ Label on Students Is Like 'Walking Around With Dynamite'
The IQ testing ban at the heart of the Larry P. ruling has created tensions of its own. The California Association of School Psychologists wants it lifted, noting that the persistent overrepresentation of black students in special education shows the ban hasn't served its purpose.

"It was just, 'How do we curb the behavior, behavior, behavior,' " she said. "And it was all punitive."

Like all districts in California, SFUSD is working to reduce the disproportionately high numbers of black students in special education. Robinson speculates maybe that's why no one in Zariah's school sought to have her assessed, "to avoid stigmatizing another black child with a special education label." But she thinks stereotypes played in, too, "of her being a black girl. Aggressive, 'adultifying' her, or 'she's sassy' or 'she's outspoken.' "

Despite those risks, plenty of black parents want their kids in special education because it gives families a legal avenue to hold schools accountable. Last year, a group of black parents gathered at a San Francisco school to talk about their struggles getting their kids assessed and making sure they receive the support guaranteed under the law.

Many black families find themselves navigating the system because nearly one in three black students in San Francisco Unified School District (SFUSD) is in special education - compared to one in eight non-black students, district data shows.

That overrepresentation is highest in special education categories dealing with behavior. And educators, studies show, are more likely to perceive the behavior of black boys as aggressive or defiant. That's why black boys routinely post the highest rates of suspensions and expulsions in the country.

Whether Lester has dyslexia is unclear. What is clear is that instead of getting help with his reading, he got teased, into fights and suspended.

"I would get frustrated, agitated, upset, and then I'd get sent to the principal's office," he said.

Lester's mom, Lucille Lester, didn't learn that the school district had labeled her son "mentally retarded" until one of the black psychologists visited their home to evaluate Darryl and go through some tests.

"After he talked to Darryl, he turns to me and says, 'Well, there is nothing wrong with this child,' " she testified in court in 1977.

That, she said, is when he told her what kind of classes Darryl had been attending.

"Naturally I didn't feel good about it, and I got angry about it," she told the court. "This is when I really found out what was really going on."

Not long after, Lucille Lester packed up the family and headed to Tacoma, where an older son was serving on a nearby military base. There, Darryl continued to struggle, because as Judge Peckham had predicted, he had fallen behind.

His new high school placed him in a half-day special education program. The other half, he spent at Safeway. Every morning, Lester said, he reported at 7:30 a.m. to the grocery store, where he worked for high school credits - but no pay - until 11 a.m. before attending a few classes in the back of the campus.

After his family protested, the school put him in with the other kids.

He tried hard, going to "summer school, night classes, hardly getting any sleep," but fell two credits short of a high school diploma, Lester said.

To this day, Lester, now 60, can barely read.

Lester knew he was part of a lawsuit. His mom had joined it on his behalf in 1971 - the year it was filed and when the family moved to Tacoma.

But until a reporter tracked him down last year, he never knew his pseudonym was "Larry P." And he knew nothing of the ruling's lasting impact on California schools.

Of the 1977 trip to the courthouse, Lester, then 18, recalled: "I asked my momma, 'Are we done?' And she said, 'Yes son, we done.' "

They never spoke of it again.
Special Education Today
The Larry P. judge made California school districts reassess all black students who'd been designated "educable mentally retarded" - without IQ tests - and the numbers dropped. He banned the use of the tests specifically for black students. In time, more subtle special education categories replaced the old ones.

By the time the judge ruled in 1979, a new federal law enacted in 1975 guaranteed students with disabilities equal access to public education. Today, each special education student gets an Individualized Education Program, or IEP, which spells out their struggles and the support they'll get at school.

What he didn't know until last year: His reading difficulties had made him the lead plaintiff - under the pseudonym Larry P. - in a landmark lawsuit that changed special education for black students across California. October marks the 40th anniversary of the judge's ruling, which was supposed to help fix a system he had deemed discriminatory. But many educators, black parents and advocates for black students say plenty remains broken.
'Educable Mentally Retarded'
Before the Larry P. case, California education code required school districts to use IQ scores when assessing students for special education.

Based on the test results, black students statewide - young Darryl included - wound up categorized as "educable mentally retarded" at disproportionate rates: 27% labeled that way in 1968 were black - even though black students made up less than 9% of the student body.

That same year, a group of black psychologists broke off from the American Psychological Association in protest over black community concerns that they believed the larger organization was too slow to address. Their top priority was to stop districts from using IQ tests, which they thought were culturally biased, to decide who belonged in special education, said one of the breakaway group's founders, Harold Dent.

When the Bay Area chapter of the Association of Black Psychologists learned of complaints from black parents in San Francisco, they teamed up with civil rights lawyers and sued in 1971.

As a group, African Americans across the country scored lower on IQ tests. The lawsuit alleged that was because the tests were biased toward Eurocentric culture. Questions like, "Who wrote Romeo and Juliet," they argued, didn't assess a student's innate capacity to learn. It tested knowledge that some - and not others - had acquired at home or school.

U.S. District Judge Robert Peckham agreed, calling the tests "racially and culturally biased" and "discriminatory." He ordered a permanent ban on IQ testing of black students across California for purposes of special education placement. Today, California is the only state that has such a ban.

The students who landed in classes for the "educable mentally retarded," Peckham wrote, were doomed to fall "farther and farther behind," because - instead of academics - the classes emphasized "personal hygiene and grooming" and "basic home and community living skills."

Darryl Lester remembers those classes: lots of recess time and plenty of field trips.

"I walked to school and cried all the way," he said. "I just didn't like it, you know, because they wasn't teaching us nothing."
The District Labeled Her Son Mentally Retarded - and Didn't Tell Her
Lester and his mom and older brothers moved from Marietta, Georgia, to San Francisco in 1965, he said, because "she didn't want to find us dead one day hanging by a tree."

'I walked to school and cried all the way. I just didn't like it, you know, because they wasn't teaching us nothing.' Darryl Lester, lead plaintiff in landmark special education lawsuit in California

'That's the crux of my tension in this work. That is with me every single day, particularly for black children.' Jean Robertson, chief of special education services for San Francisco Unified School District, on deciding who belongs in special education and who requires other types of support

'If you're a kid that can't read something, it's embarrassing.' Darryl Lester, lead plaintiff in landmark special education lawsuit in California

"It was just, 'How do we curb the behavior, behavior, behavior. And it was all punitive.' " Mauricha Robinson, on trying to get help for her daughter, Zariah, an SFUSD student

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A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn't. | KQED

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Darryl and Cecilia Lester at their home in a redeveloped housing project in Tacoma, Washington. Darryl never knew he was the lead plaintiff in a landmark California special education lawsuit filed in 1971 - or that his pseudonym was "Larry P" - until a reporter tracked him down.

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Dr. Marva Lewis - Meeting the Moment: Early Intervention in a Changing World

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Dr. Marva Lewis - Meeting the Moment: Early Intervention in a Changing World

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Dr. Marva Lewis - Meeting the Moment: Early Intervention in a Changing World

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Sesame Street: We're Different, We're the Same | Read Along Series

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Sesame Street: We're Different, We're the Same | Read Along Series

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Sesame Street: We're Different, We're the Same | Read Along Series

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Parents of children with disabilities from ages three through twenty-one have specific educational rights under the Individuals with Disabilities Education Act (IDEA). These rights are called procedural safeguards. Individuals serving as surrogate parents and students aged eighteen receiving special education services, are also entitled to these rights.

A number of staff in the child's district and special education local plan area (SELPA) may answer questions about the child's education and the parents' rights and responsibilities. When the parent has a concern, it is important that they contact their child's teachers or administrators to talk about their child and any problems they see. This conversation often solves the problem and helps maintain open communication.

Parents must be given opportunities to participate in any decision-making meeting regarding their child's special education program. Parents have the right to participate in individualized education program (IEP) meetings about the special education eligibility, assessment, educational placement of their child and other matters relating to their child's free appropriate public education (FAPE).

When a parent cannot be identified or located, a district may appoint a surrogate parent to represent a child with a disability.

What Are Parents' Rights in California Special Education?

Parents and students over age eighteen have the right

Parents have the right to refer their child for special education services, to participate in the development of the IEP and to be informed of all program options and alternatives, both public and nonpublic.

Parents have a right to receive prior written notice, in their native language, when the school district initiates or refuses their request to initiate a change in their child's identification, assessment, or educational placement in special education.

Parents must provide informed, written consent before their child is assessed or provided with any special education services. Parental consent must also be provided before any change in special education services may occur. The district must ensure that parents understand proceedings of the IEP team meeting including arranging for an interpreter for parents with deafness or those whose native language is other than English.

Parents may refuse to consent to an assessment or the placement of their child in special education.

Children must be assessed for special education through the use of methods that are not culturally biased or discriminatory.

If parents disagree with the results of the assessment conducted by the school district, they have the right to ask for and obtain an independent educational evaluation (IEE) at public expense.

The parent is entitled to only one IEE at public expense each time the public agency conducts an evaluation with which the parent disagrees.

When a parent requests an IEE at public expense, the school district must, without unnecessary delay, either ensure that an IEE is provided at public expense, or request a due process hearing if the district believes their assessment was appropriate and disagrees that an IEE is necessary. The school district also has the right to establish the standards or criteria (including cost and location) for IEEs at public expense.

Parents have a right to inspect, review, and obtain copies of their child's educational records.

If parents disagree with the district regarding their child's special education placement or a proposed change in placement, the law requires the student to "stay put" in the current program until the dispute is resolved.

Parents have the right to present a complaint relating to the provision of a FAPE for their child; to have an attorney, an advocate, and the student, if appropriate, present at the due process hearing; and to make the hearing public. Under certain conditions, the hearing officer may award, reduce, or deny the reimbursement of attorneys' fees and fees paid to nonpublic institutions by parents in the settlement of a case. To request a due process hearing or to receive a complete notice of procedural safeguards related to a due process hearing, contact the Office of Administrative Hearings (see contact information below).

Parents are encouraged to consider settling disagreements regarding their child's special education program through voluntary mediation, a process through which parties seek mutually agreeable solutions to disputes with the help of an impartial mediator. Mediation is available for:

1. Mediation of State Complaint - the California Department of Education is required to offer mediation to the parent or the local educational agency (LEA) but both must agree, and participation is voluntary.

2. Office of Administrative Hearings (OAH) Mediation Only - Parent or LEA may file for OAH mediation only. Participation is voluntary.

Parents may seek mediation alone or separate from due process, or they may participate in mediation pending a due process hearing. Mediation cannot be used to delay parents right to a due process hearing.

If parents believe their child's school district has violated the law, they may file a complaint with the California Department of Education. The Department must investigate complaints alleging violations of noncompliance with IDEA, state special education laws, or regulations, and issue a written report of findings within 60 days of receiving the complaint.

There are specific rules regarding the suspension and expulsion of students with IEPs. Generally, a student with a disability may be suspended or placed in an alternative educational setting to the same extent that these options apply to students without disabilities.

If the student with a disability is in such a placement for more than ten days, an IEP meeting must be held to consider the appropriateness of the child's current placement and the extent to which the disability is the cause of the misconduct. Regardless of the child's placement, the district must provide FAPE

School districts are responsible for identifying, locating and assessing students with disabilities enrolled in private schools by their parents. However, school districts are not required to provide special education or related services to these students. There is no entitlement for services, though some private schools and students attending private schools may receive some services from the school district.

Additional Resources

This notice is an abbreviated summary of procedural safeguards under federal and state laws (20 United States Code Section 1412[d]; 34 Code of Federal Regulations 300.504; California Education Code sections 56301[d][2], 56321, and 56341.1[g][1]). Special Education Rights of Parents and Children, a more extensive description of these rights, is available from the California Department of Education, Special Education Division.

To obtain more information about parental rights or dispute resolution, including how to file a complaint, contact the California Department of Education, Special Education Division, Complaint Support Unit, by telephoning 800-926-0648 or writing to:

Email: speceducation@cde.ca.gov
Fax: 916-327-3704

California Department of Education
Special Education Division
Complaint Support Unit
1430 N Street, Suite 2401
Sacramento, CA 95814

To file for mediation or a due process hearing, contact:

Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks, Suite 200
Sacramento, CA 95833-4231
Telephone: 916-263-0880
Fax: 916-376-4207
Secure Electronic Filing

Hearings and Mediations Accessibility and Accommodation Program Guidelines (Posted 17-Oct-2018)
This web page states a California Department of Education contractor conducting special education hearings and mediations must have and follow policies and procedures for equitable services to all participants.

Last Reviewed: Thursday, August 31, 2023

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A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

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Special Education Eligibility Flow Chart

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Special Education Eligibility Flow Chart

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Diagrama de Flujo de Elegibilidad para Educación Especial (Español)

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Diagrama de Flujo de Elegibilidad para Educación Especial (Español)

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California Special Education Local Plan Areas (SELPAs)

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California Special Education Local Plan Areas (SELPAs)

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California Special Education Local Plan Areas - Administration & Support (CA Dept of Education)

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Service area covered by a special education local plan and the governance structure created under any of the planning options of Section 56205, 56206, 56208, 56211, 56213, 56241, 56243, 56244, & 56245 of the Education Code.

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Capacity Builders

SELPAs provide targeted technical assistance resulting in quality special education programming and increased student engagement in the least restrictive environment. As partners in special education compliance monitoring and Differentiated Assistance processes, SELPAs utilize continuous improvement as a framework for identifying equity gaps to improve student outcomes. SELPAs provide extensive professional development on high leverage, evidenced-based practices, and SELPAs are key collaborators on numerous statewide reform efforts.

Facilitators

SELPAs facilitate equity in local decision-making and access to the full continuum of supports and services in the least restrictive environment for all students with disabilities regardless of where they reside. The leadership local governance structures facilitate ensures SELPAs equitably allocate resources and disseminate essential information. SELPAs collaborate with LEAs to ensure alignment of statewide and local improvement efforts. SELPAs build positive relationships among and between stakeholders by proactively providing conflict resolution services and trainings.

Connectors

Our ability to connect is rooted in shared leadership, expertise, and local control. SELPAs connect with experts across all domains associated with quality special education programs and services. SELPAs build on parent and community knowledge and engagement through their Community Advisory Committees (CAC) that serve as forums for collaboration, training, and shared leadership in program design. SELPAs leverage interagency partnerships and resources to help districts and families access specialized supports, enhance learning opportunities, and innovate on behalf of students with disabilities.

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California SELPA Association launches an all new website!

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Special Education Alternative Dispute Resolution (ADR)

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Special Education Alternative Dispute Resolution (ADR)

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The Alternative Dispute Resolution for California (ADRCal) Resource Directory provides information and resources for special educators, parents, Local Educational Agencies (LEAs), Special Education Local Plan Areas (SELPAs), and districts across California. ADRCal offers resources to diminish conflict and improve partnerships and relationships. In addition, these resources may assist in reducing formal complaints, due process filings, and associated costs.

ADR COACHES

Who Are They?

The ADR Coaches are a group of diverse and skillful neutrals with experience in special education to assist Special Education Local Plan Areas (SELPAs) with Alternative Dispute Resolution (ADR) processes that effectively mitigate disputes related to learning loss and challenges due to the impact of distance learning mandates caused by the COVID-19 pandemic on students within the special education setting. Find a list a coaches and learn more about each here: ADR Coaches You can also download a handy, two-page chart with the ADR Coach Areas of Expertise (opens in a new tab).

What Can They Do?

The ADR Coaches bring a wealth of knowledge, skills, and experience related to ADR. Here are some of the ways you might work with an ADR Coach:

Provide Participant and Stakeholder Training in ADR Practices and Strategies

Assist School Personnel with Managing Disagreement

Train Staff to Participate in Facilitated IEPs

Conduct Facilitated IEPs

Assist in the Development of ADR Program or Continuum of Services

Train Parents to Participate in ADR Processes

Support Virtual ADR Meetings

Facilitate ADR Meetings

Brainstorm how to Engage with Underserved and Diverse Families

How Do I Find A Coach To Work With?

The ADR Coaches are independent contractors. ADRCal provides a centralized way to locate the ADR Coaches, but does not serve as a broker. Someone interested in using an ADR Coach should look at the ADR Coach webpages and the Areas of Expertise document to identify some ADR Coaches that seem to be a good match and then contact those coaches individually.

What Are The Costs Of Working With A Coach?

Each ADR Coach sets their own fees and negotiate their own contracts.

How Were They Selected?

The ADR Coaches were selected through an RFA process. All applications were reviewed by a committee made up of ADR CoP members. Please note, the coaches have not been vetted by the California Department of Education. This program is provided as an additional resource for SELPAs.

How Can I Share Feedback?

ADRCal is interested in hearing your thoughts about the ADR Coaches Program. Please share your feedback through an anonymous Google Form. (You will have the option to leave your name and contact information if you wish.)

OSEP FAQ on Part B Dispute Resolution under COVID-19

This FAQ document (PDF opens in new tab) was published on June 22, 2020.

CONTACT A COLLEAGUE:

Sometimes you just need to communicate with someone in the trenches...and that's what our Contact a Colleague brochure is all about. Members of the ADRCal Community of Practice have made themselves available to you to discuss topics related to ADR.

FEATURED RESOURCE:

This paper describes how California's ADR funds were spent, convey perspectives of grant recipients, and make recommendations for future funding. The data shared demonstrates that Alternative Dispute Resolution (ADR) systems are proving to have a positive impact on collaboration, conflict resolution, and due process and compliance complaint avoidance.

RECOMMEND A RESOURCE

If you know of a resource that would enhance the Resource Directory offerings, please contact, Susan Stewart. We encourage submissions of locally developed tools and documents. ADRCal will periodically review the recommended resources.

CONTACT US

For more information about ADRCal, or questions regarding the content found on this site, please contact:

Susan Stewart, Educational Technology Manager
Special Education Alternative Dispute Resolution
Napa County Office of Education
slstewart@napacoe.org
707.548.4910

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ADRCAL - Special Education Alternative Dispute Resolution

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The Alternative Dispute Resolution for California (ADRCal) Resource Directory provides information and resources for special educators, parents, Local Educational Agencies (LEAs), Special Education Local Plan Areas (SELPAs), and districts across California. ADRCal offers resources to diminish conflict and improve partnerships and relationships. In addition, these resources may assist in reducing formal complaints, due process filings, and associated costs.

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Early Start Online: Professional Development (Transition Course)

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Early Start Online: Professional Development (Transition Course)

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For full access to courses you'll need to take a minute to create a new account for yourself on this web site. Each of the individual courses may also have a one-time "enrollment key", which you won't need until later.

Click on the button below to start the registration process.

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For full access to courses you'll need to take a minute to create a new account for yourself on this web site. Each of the individual courses may also have a one-time "enrollment key", which you won't need until later. Click on the button below to start the registration process.

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A virtual community for Early Start professionals and partners seeking training, technical assistance and resources on early intervention Part C requirements, implementation, and evidence-based practices.

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Registration closes December 30, 2022.
Courses open January 10, 2023.

Find materials for outreach, child find, and family orientation; the 'Take a Minute" materials; videos; and more.

Best practices when serving families with infants and toddlers who are medically fragile

Posted by staff
November 30, 2022

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Early Start Neighborhood - Making a difference for children with disabilities and their families

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Registration closes December 30, 2022. Courses open January 10, 2023. Find materials for outreach, child find, and family orientation; the 'Take a Minute" materials; videos; and more. Best practices when serving families with infants and toddlers who are medically fragile Posted by staff November 30, 2022

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Provider Tips for Supporting Social-Emotional Development

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Infant Development Association of California - Supporting California’s Early Intervention Community by providing public policy advocacy and low cost professional development opportunities.

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For IDA's 50th Anniversary, we are kicking off a $50 for 50 Campaign, meaning a $50 gift will support IDA into the next 50 years.

We hope to raise $50,000 to continue IDA's impact on professional development and lift our voice to make a difference for the largest-possible population of infants and toddlers and their families for the decades to come.

Please support IDA with your gift of "$50 for 50" to achieve the future growth of IDA. Larger and smaller donations are always welcome, and all donations are tax deductible.

Contribute today by clicking here.

IDA is 50 years old! Gather with IDA friends and have fun while sharing memories of our past and dreams for our future. Reconnect and celebrate with new people and those you haven't seen in years (or longer!)

50th Anniversary
Thursday, November 16, 2023
5:30pm - 6:30pm

Please register for this FREE event so that we can make sure you have the zoom link. It will be provided in your confirmation but also sent to you a few days prior. If you have any questions, reach out to us at [email protected] .
Register Today
with Michelle Oliver, MS, ECSE

Wednesday, November 29, 2023
3:30pm - 5:00pm | Virtual Event

Can't attend the event live? Register to receive access to the recording!

Have you ever had those visits where you wish you had said something differently?

Do you often wonder how to ask a hard question and answer when a parent asks a hard question?

What about those times when you may be frustrated and wish that you could communicate with the family more affectively?

Let's get together and work through some of these situations. Finding ways to reframe or rephrase things we want to say is an important skill and takes practice.

Join us as we all practice together.
Nonmember: $30
Monday, January 22, 2024
Topics to be addressed 8:30am - 12:30pm | Virtual Event IDA Agency/Individual Member: $25 Register Today
Physical Therapy Board of California Continuing competency courses IDA Parent/Student/New Clinician Member: $20
More Information | Register Today

Can't attend the event live?
Register to receive access to the recording!

Federal and State Policies regarding Early Start, Early Education and Intervention, review of Governor's Budget 2024, and more!

Congress: Federal Update and What We Can Expect for Young Children and their Families

CA Early Start - Part C - What's ahead for 2024?

Implementation of CA Master Plan on Early Learning and Care

CA Budget - Department of Developmental Services, California Department of Education, California Department of Social Services, and relevant legislation

ECE California Legislative Landscape

Update on the Rate Implementation for Early Intervention , Quality Indicator Program

Non-Member: $75
IDA Agency/Individual Member: $50
IDA Parent/Student/New Clinician Member: $40

ADA Requests: Contact IDA at [email protected]
with ADA request by Jan 5, 2024

Limited Partial Scholarship Available

IDA is an approved Continuing Education (CE) Provider for the following California Licensing Boards:
Board of Registered Nursing
#CEP12786

Speech-Language Pathology and Audiology Board*
#PDP248e

*We do not send CEUs to the ASHA registry. In order to receive ASHA CEUs, SLPs can submit a Certification Maintenance Compliance form by December 31 of their certification maintenance interval, forms can be found here. Participants should retain their certificates of attendance which are necessary if you are chosen for a random audit.

The Infant Development Association of California's Board of Directors is pleased and honored to announce a second extremely generous gift of $50,000 from the Aratani Foundation. The first gift was granted in 2022. The second gift will be granted in 2023.

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For IDA's 50th Anniversary, we are kicking off a $50 for 50 Campaign, meaning a $50 gift will support IDA into the next 50 years. We hope to raise $50,000 to continue IDA's impact on professional development and lift our voice to make a difference for the largest-possible population of infants and toddlers and their families for the decades to come.

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California Training Institute - Free live webinars, training archives, self-paced courses.  Topics include Addressing IMplicit Bias, Nurturing Parent & Child Development, The Culture of One: Moving Beyond Cultural Competence, Motivational Interviewing and more!

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- Supporting child abuse prevention in California through professional development and extended learning

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California Training Institute CalTrin home page

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The California Training Institute (CalTrin) provides webinars, training and resources to child abuse prevention organizations across the state of California free of charge.

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NEW!  California Early Childhood Special Education Network

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NEW!  California Early Childhood Special Education Network

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A new technical assistance project funded under the California Department of Education (CDE) to support Local Educational Agencies (LEAs), Special Education Local Plan Area (SELPAs), County Offices of Special Education (COEs), and other Agency Partners (i.e. Regional Centers and Family Resource/Empowerment Centers) in the area of IDEA Part C to B Evaluations, Preschool Assessment Practices, and Preschool Child Find.

To be added to their email list, contact: info@calecse.org

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To provide technical assistance, professional learning, and demonstration of tangible practices that have been proven successful in Part C to Part B evaluations under IDEA in the areas of Child Find and promote the use of evidenced-based practices & instructional strategies for preschool students with disabilities.

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California Early Childhood Special Education Network (CalECSE) Homepage

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Free training modules (option for CEU’s with fee)

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The Children's Trust Fund Alliance is pleased to partner with ProSolutions Training to make available an online training to support the implementation of the Strengthening Families™ Protective Factors Framework in multiple settings. This curriculum includes new materials on partnering with parents and addresses promising strategies to strengthen families for practitioners.

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The Children's Trust Fund Alliance is pleased to partner with ProSolutions Training to make available an online training to support the implementation of the Strengthening Families™ Protective Factors Framework in multiple settings. This curriculum includes new materials on partnering with parents and addresses promising strategies to strengthen families for practitioners.

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Training and capacity building organization

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De-escalation can have different goals: ensuring physical safety, reducing the likelihood of violence, maintaining the desired tone or mood of an action, or reducing violence such that a fight can be worked out. Every situation is unique: there is no formula for dealing with hostility or conflict. When entering an action, it's best to think through possible difficult situations and prepare ahead of time.

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Unconscious Bias Training | Office of Diversity and Outreach UCSF

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Bertrand, M, Mullainathan, S. Are Emily And Greg More Employable Than Lakisha And Jamal? A Field Experiment On Labor Market Discrimination. American Economic Review, 2004, v94(4,Sep), 991-1013.

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Office of Head Start National Center on Early Childhood Development, Teaching and Learning Transition from Part C Early Intervention Services: Preparing Toddlers and Families for Preschool

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Office of Head Start National Center on Early Childhood Development, Teaching and Learning Transition from Part C Early Intervention Services: Preparing Toddlers and Families for Preschool

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July 2022 | Issue No. 57

Moving from Early Head Start (EHS) to a Head Start or a community preschool program is a big change for children and families! The shift from family-focused Part C services to a more child-centered preschool approach can be challenging for toddlers with an Individualized Family Service Plan (IFSP) and their families. Planning needs to start well before a child's third birthday to ensure continuity of services.

Disabilities services coordinators (DSCs) work with families, education staff, and specialists to provide smooth transitions and coordinate activities between EHS, Head Start, and Individuals with Disabilities Education Act (IDEA) Part C and Part B local agencies. They can partner with the family's Part C service coordinator to develop and implement a transition plan that clarifies roles and responsibilities for agencies involved, identifies resources and supports for families, and determines skills a child may need to participate successfully in their next environment.

DSCs can help education staff make plans for children to practice social skills that are important for successful participation in daily classroom group activities and routines. DSCs can also work with staff to ensure communication and collaboration with families and professionals in the child's future preschool program.

Improve Your Practice

CONNECT Module 2: Transition
This self-paced learning module on effective practices supports planning for successful transitions for young children with disabilities and their families. The module includes learning activities, handouts, and video examples that focus on transitioning from early intervention services into an inclusive child care program for a toddler with developmental delays. The module is also available inSpanish.

Stay Connected

Join MyPeers to connect with Head Start and early childhood colleagues around the country on this and other topics. Members of the Head Start Disabilities-Inclusion Network community are currently networking, sharing, and learning from each other. Find it under "All Communities" and select the blue "Join" button.

Please share this message with colleagues who may be interested in this topic.

Did someone forward you this newsletter? Subscribe to stay up to date!

We Want to Hear from You!

The Disabilities Services Newsletter is produced monthly by National Center on Early Childhood Development, Teaching, and Learning. Email ecdtl@ecetta.info to submit questions or suggestions for future newsletter topics.

Office of Head Start (OHS) | 330 C Street, SW | 4th Floor Mary E. Switzer Building | Washington, DC 20201 | https://eclkc.ohs.acf.hhs.gov | 1-866-763-6481 | Contact Us

You are receiving this email because you are signed up for Office of Head Start communications. You may modify your ECLKC email subscriptions . Recipients subscribed through the Head Start Enterprise System (HSES) must be removed from HSES by their program or office. Please do not reply to this email. Contact customer service for additional support.

Head Start ® and Early Head Start ® word marks and logos are registered trademarks owned by the U.S. Department of Health and Human Services (HHS).

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Disabilities Services Newsletter Issue No. 57

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July 2022 | Issue No. 57 Moving from Early Head Start (EHS) to a Head Start or a community preschool program is a big change for children and families! The shift from family-focused Part C services to a more child-centered preschool approach can be challenging for toddlers with an Individualized Family Service Plan (IFSP) and their families.

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Una Guía de Early Start para Padres (Español)

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Una Guía de Early Start para Padres (Español)

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Access Nonprofit Center | Instagram, Facebook | Linktree

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For more languages visit http://bit.ly/3ZJ8crf

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Take a Minute...Relationships Matter! (ENGLISH)

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Take a Minute...Relationships Matter! (ENGLISH)

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Resource provides information to families and providers about the importance of social and emotional development.

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Para otros idiomas visite http://bit.ly/3ZJ8crf

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Tómate un Minuto.... ¡Las Conexiones Importan! (ESPAÑOL)

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Tómate un Minuto.... ¡Las Conexiones Importan! (ESPAÑOL)

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El recurso brinda información a las familias y proveedores sobre la importancia del desarrollo social y emocional.

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Take a Minute...Relationships Matter SPANISH

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Black Dads Support - San Bernardino Fatherhood

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Black Dads Support - San Bernardino Fatherhood

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Historically, Black fathers have been ignored in maternal health and infant care systems. However, research shows significant evidence when fathers are involved in maternal health and infant care:

Babies are healthier at birth and 4 times more likely to celebrate their first birthday, less likely to experience Sudden Infant Death Syndrome (SIDS) and have improved learning and emotional development.

Children are more likely to go to well-baby visits, have higher developmental scores and fewer behavior problems later in life. (Rationale and Strategies for Engaging Fathers in Maternal and Infant Health Programs, June 2017)

In 2018, the State of California established the Perinatal Equity Initiative (PEI) to address the alarming gap in Black infant mortality statewide. " Perinatal Equity Initiative is a state program established in June 2018 to address the causes of persistent inequality in African-American pregnancy outcomes and identify best practices to deal with health disparities in infant mortality by promoting the use of specific interventions designed to fill gaps in current programming offered through the Black Infant Health Program."

In September 2021, San Bernardino Fatherhood was awarded a contract the San Bernardino County, Public Health Department, to provide fatherhood services to "fathers/partners of pregnant/parenting African American women with a child under one year" under the Perinatal Equity Initiative (PEI).

Fatherhood initiative is one of the interventions recognized by the State of California in eliminating Black infant mortality in our communities. In the contract, San Bernardino Fatherhood will provide the evidence-based 24/7 Dad Fathering program to "fathers/partners of pregnant/parenting African American women" as an intervention in reducing Black infant mortality.

Developed by parenting and fatherhood experts, the 24/7 Dad Fathering program teaches men the characteristics and behavioral attitudes needed to be good Dads.

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Black Dads Support - San Bernardino Fatherhood

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SYSTEMS OF CONCERN A PUBLIC HEALTH CRISIS Black Dads supporting maternal health and infant care towards reducing the number of Black infant deaths in our communities. A CHILD WELFARE CRISIS Black Dads supporting their families by reducing the number of Black children being removed from parental homes and remaining in the foster care system.

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Ezekiel's Gift of Love Coachella Valley Down Syndrome Foundation

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Ezekiel's Gift of Love Coachella Valley Down Syndrome Foundation

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Ezekiel's Gift of Love Coachella Valley Down Syndrome Foundation

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Ezekiel's Gift of Love Coachella Valley Down Syndrome Foundation

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Our mission is to provide support, education and instill hope to individuals with Down syndrome, their families and our community in the Coachella Valley.

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Somos Latinx Families, a New Family to Family Real Talk Conversation Webinars

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Somos Latinx Families, a New Family to Family Real Talk Conversation Webinars

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Family Resource Centers Network of California

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Family Resource Centers Network of California

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As a coalition of Early Start Family Resource Centers, we train together, we set standards together, and we unite our voices together to advocate for better policies across the state.

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Home - Family Resource Centers Network of California

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As a coalition of Early Start Family Resource Centers, we train together, we set standards together, and we unite our voices together to advocate for better policies across the state.

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Seeds of Partnership - Family Empowerment Centers

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Center for Parent Information and Resources

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California PTIs

There are seven Parent Training and Information Centers in CA. Disability Rights & Education Defense Fund (DREDF) provides a color-coded map on their site to help people find the PTI serving their county.
(Region 1 - Los Angeles and Ventura counties; Region 2 - Imperial, Orange, Riverside, and San Diego counties): Region 3 (Serving Fresno, Inyo, Kern, Kings, Madera, Mariposa, Merced, Mono, San Bernardino, San Luis Obispo, Santa Barbara, Stanislaus, and Tulare counties): Region 4 (Serving Alameda, Contra Costa, and San Joaquin counties): (Serving Marin, Napa, Solano, and Sonoma counties): (Serving Monterey, San Benito, Santa Clara, Santa Cruz, San Mateo counties): (Serving families in San Francisco):
Support for Families of Children with Disabilities
1663 Mission Street, Ste. 700
San Francisco, CA 94110
(415) 920-5040
info@supportforfamilies.org
www.supportforfamilies.org
Region 5 (Serving Alpine, Amador, Butte, Calaveras, Colusa, Del Norte, El Dorado, Glenn, Humboldt, Lake, Lassen, Mendocino, Modoc, Nevada, Placer, Plumas, Sacramento, Shasta, Sierra, Siskiyou, Sutter, Tehama, Trinity, Tuolumne, Yolo, and Yuba counties):
CPRCs in California
(Serving Southern CA):
Chinese Parents Association for the Disabled
P.O. Box 2884
San Gabriel, CA 91778-2884
(626) 307-3837
www.cpad.org
(serving Napa County):
ParentsCAN
1909 Jefferson St.
Napa, CA 94559
(707) 253-7444
parents@parentscan.org
www.parentscan.org

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California - Center for Parent Information and Resources

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Maternal Health Summit September 03, 2020

Social Entrepreneurs is hosting the MHN Summit. Attached you will find the Summit Flyer which has the dates and times of the full-day summit and subsequent action planning workshops. Please click here to view flyer

First 5 Commission Meeting for August 05, 2020

Due to the current COVID-19 event and mandates issued by Governor Newsom and the County of San Bernardino relating to public meetings and gatherings, the First 5 San Bernardino Commission Meeting scheduled for August 05, 2020 at 3:30 p.m. will be conducted via Zoom conferencing. See attached link in the posted agenda. Click here to view agenda

Release of Request for Qualifications 20-02

First 5 San Bernardino is seeking qualifications from qualified firms to provide the Commission assistance in support the creation of a Home Visiting System (HVS) framework specific to San Bernardino County as identified in Request for Qualifications 20-02 Home Visiting System Consultant . Visit our Procurement page for more details.

F5SB COVID-19 Resources

F5SB COVID-19 RESOURCES.pdf Attached are resources for you and your family to access during this COVID-19 pandemic. Please stay safe and be well!

Release of Request for Qualifications 20-01

First 5 San Bernardino is seeking qualifications from qualified firms to provide the Commission assistance in research and evaluation activities, special studies and projects, and provide training and technical support as identified in Request for Qualifications 20-01 Evaluation and Professional Services. Visit our Procurement page for more details.

Release of Request for Proposals 19-02

View Our 20th Anniversary Story

Learn about how we celebrated our 20th Anniversary through photos, videos, and media coverage.

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Maternal Health Summit September 03, 2020 Social Entrepreneurs is hosting the MHN Summit. Attached you will find the Summit Flyer which has the dates and times of the full-day summit and subsequent action planning workshops.

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Identifying developmental delays early can have a life-changing impact. We offer screenings and help families with food, housing, and other needs.

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Welcome to the Growing Healthy Minds website. Infancy and early childhood is a critical period of social, emotional, and physical development that provides the foundation for future mental health and wellness. In fact, 90% of a child's brain development happens before the age of 5! A goal of Riverside University Health System - Behavior Health (RUHS-BH) is to ensure that children in Riverside County grow up healthy and happy. Mental health is just as important as physical health to a child's wellbeing. Early relationships and experiences set the stage for how a child learns to manage his or her emotions throughout life. Through collaborative efforts with state agencies, providers and communities, RUHS-BH is working to ensure that families and other caregivers of children ages 0-5 have the knowledge, access, tools, resources, and skills available to help children grow into mentally healthy individuals

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Welcome to the Growing Healthy Minds website. Infancy and early childhood is a critical period of social, emotional, and physical development that provides the foundation for future mental health and wellness. In fact, 90% of a child's brain development happens before the age of 5!

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Pathways.org | Tools to maximize child development

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Pathways.org | Tools to maximize child development

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Your Baby is Growing So Fast!

Babies form 1 million new neural connections per second. Their development shouldn't be a guessing game.

Our goal: Track milestones and identify warning signs early

Intervene as soon as possible to take advantage of baby's growing brain.
Early intervention = better outcomes.
Learn More About Early Intervention & Early Detection

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Pathways.org | Tools to maximize child development

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Babies form 1 million new neural connections per second. Their development shouldn't be a guessing game. Our goal: Track milestones and identify warning signs early Intervene as soon as possible to take advantage of baby's growing brain. Early intervention = better outcomes. Learn More About Early Intervention & Early Detection

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Child Care Resource Center - San Bernardino County

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Child Care Resource Center - San Bernardino County

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The Child Care Resource Center cultivates child, family and community well-being.

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Child Care Resource & Referral - Riverside County

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Child Care Resource & Referral - Riverside County

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Departments " Early Education Services " Early Care and Education

This state and federally funded program assists parents in Riverside County with finding licensed child care near their home, work, or child's school. The online referral system and database contains program information for over 1,800 licensed centers and family child care homes.

If you are a child care provider who would like to be added to the Resource and Referral list, please contact us at (800) 442-4927 or email [email protected] .
Access the Online Referral System Contact us for Resource & Referral services at (800) 442-4927 or email [email protected] Download our brochure:
Resource and Referral Services

Provides over 15,000 child care referrals every year
Child care referrals are based on parent's request of:

Location

Type of care

Hours needed

Ages of children

Special needs

Provides resource information to parents regarding finding quality child care and other community resources.

Provides resource information and training to child care providers on providing quality programs and how to market and run a successful child care business.

Facilitates the Child Care Initiative Project (CCIP) to build capacity by assisting potential family care providers navigate the licensing process and provides support for existing family child care providers interested in expanding their license.

Facilitates Passport to Success and Passport to Quality, a professional development training program for potential child care providers, family child care home providers, child care center staff, or anyone working with children. Find more information on the Passport Professional Development Program web page.

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Child Care Resource & Referral | Riverside County Office of Education

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Departments " Early Education Services " Early Care and Education This state and federally funded program assists parents in Riverside County with finding licensed child care near their home, work, or child's school. The online referral system and database contains program information for over 1,800 licensed centers and family child care homes.

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"When inclusive [practice] is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people.

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Your care and support can make a huge impact in the life of a young child. Sesame Street is here to provide you with resources to help bring joyful moments.

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CDE Senate Bill 75: Part C to B for CA Kids

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CDE Senate Bill 75: Part C to B for CA Kids

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CDE SB75_Part C to B for CA Kids_ADA_FINAL

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Technical Assistance Resources for Part C Eligibility

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Technical Assistance Resources for Part C Eligibility

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The US Department of Education's vision is that all infants and toddlers with delays or disabilities receive high-quality early intervention services and supports as early as possible to empower them to thrive and meet their and their family's individualized needs. To meet this vision, State and local agencies must have a comprehensive system in place so that all infants and toddlers with delays or disabilities who are eligible for the Individual with Disabilities Education Act (IDEA) Part C early intervention services are promptly and equitably identified and evaluated. This requires that States and local agencies continuously examine and improve policies and practices aimed at identifying and evaluating infants and toddlers for delays and disabilities, particularly those who have been historically underserved by IDEA Part C.

This page provides resources and a series of Implementation Technical Assistance Guides that identify strategies and highlight resources and best practices for ensuring that families have equitable access to IDEA Part C services. The guides are intended for IDEA Part C coordinators, State and local early childhood program administrators, early childhood and health providers, families, policymakers and any individuals or organizations committed to improving outcomes for infants and toddlers with disabilities. Topics for the guides are listed below and will be rolled out on an ongoing basis - please check back for the newest guides.

Working Together to Support All Infants and Toddlers with Disabilities Webinar

This webinar highlighted how federal agencies, State agencies, local programs, and families can work together to support infants and toddlers with disabilities' growth and development. Presenters will share new materials that highlight a vision for serving all infants and toddlers with delays and disabilities and provide strategies and resources on implementing an equitable and comprehensive system that identifies, locates, and evaluates infants and toddlers with delays and disabilities.

Implementation Technical Assistance Guides: English Version

For information about accessing Part C and early intervention services in your State, please view this list of State Part C coordinators. Additional information is also available from the Early Childhood Technical Assistance (ECTA) Center or the Center for Parent Information and Resources (CPIR).

Guías Asistencia Técnica para la Implementación: Español Version

Esta página proporciona una serie de Guías Asistencia Técnica para la Implementación que identifican estrategias y resultan recursos y mejores prácticas para asegurar que las familias tengan acceso equitativo a servicios de IDEA Parte C. Las guías son dirigidas para los coordinadores de IDEA Parte C, administradores de programas estatales y locales para el programa de niñez temprana y proveedores de salud, familias, responsables políticos e individuos y organizaciones comprometidas con mejorar resultados para infantes y niñas pequeñas con discapacidades. Los temas para los guías son listado abajo y van a ser realizados en seguida. Por favor, vuelva a chequear por nuevas guías:

Para obtener información sobre cómo acceder a la Parte C y servicios de intervención en su estado, por favor revise la lista de coordinadores estatales de la Parte C. La información adicional va a estar disponible del Centro de Asistencia Técnica para la Temprana Infancia (ECTA) o el Centro de Información y Recursos para Padres (CPIR).

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Technical Assistance Resources for Part C Eligibility

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The US Department of Education's vision is that all infants and toddlers with delays or disabilities receive high-quality early intervention services and supports as early as possible to empower them to thrive and meet their and their family's individualized needs.

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Mental Health Guide African American Community

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Mental Health Guide African American Community

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Effective Cross Cultural Communication Skills

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Effective Cross Cultural Communication Skills

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Reflection: The First Step for Addressing Bias in Infant and Toddler Programs

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Reflection: The First Step for Addressing Bias in Infant and Toddler Programs

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Reflection_ The First Step for Addressing Bias in Infant and Toddler Programs

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Special Education Alternative Dispute Resolution - ADR

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Special Education Alternative Dispute Resolution - ADR

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Special Education Alternative Dispute Resolution - ADR

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alpha soup brochure parents 15-16 School year

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Tips to Create a Father Friendly Organization

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Tips to Create a Father Friendly Organization

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Complete this short survey to be added to our listserv. We will send you updates about upcoming Videoconferences, upcoming events in Early Start, and Early Start policy related information we receive. We also send surveys to our participants gathering their input on their needs and interest so that we may plan effective Videoconferences.

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Put your child on the path to success today! The Riverside County Office of Education is offering the bilingual Footsteps2Brilliance Reading Program for FREE to help all children, birth to 5th grade, read on grade level and succeed in school. Register your Family for Free Today!!

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San Bernardino County - Footsteps2Brilliance

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San Bernardino County - Footsteps2Brilliance

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San Bernardino County Superintendent of Schools - Footsteps2Brilliance

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Put your child on the path to success today! San Bernardino County Superintendent of Schools is offering the Footsteps2Brilliance Bilingual Reading Program for FREE to all San Bernardino County families to help their children, birth to 3rd grade, prepare for kindergarten and succeed in school. Learn…

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Hoja de Datos de Early Start del IRC (Español)

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Hoja de Datos de Early Start del IRC (Español)

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Inclusive Early Education for Children with Disabilities Program Overview

High-quality inclusion in early education supports children's development, relationships with peers, and a sense of belonging, which is true for children with and without disabilities. Not only do children with disabilities benefit from being included in early education but children without disabilities also have positive developmental outcomes in inclusive environments.

Under Part B of the Individuals with Disabilities Education Act, children ages three through 21 are to be provided special education and related services, to the maximum extent possible in the least restrictive environment (LRE) with children who are not disabled.  In order to provide the LRE, programs should make available a continuum of placement options to allow for the most suitable placement for children with disabilities.

On September 14, 2015, the U.S. Department of Health and Human Services and the U.S. Department of Education released a joint policy statement: Inclusion of Children with Disabilities in Early Childhood Programs. This policy statement (PDF) outlines the foundation for inclusion in early childhood programs, challenges to inclusion in early childhood programs, and recommendations for state action to support inclusion of children with disabilities.

In addition, California's Master Plan for Early Learning and Care: Making California For All Kids (PDF) (MPELC) includes goals that align with the policy statement's recommendations for inclusion of children with disabilities. Aligned goals include:

Increasing opportunities for three- and four-year-old children to access high-quality, inclusive environments;

Enhancing educator competencies to increase their effectiveness with all children and increase their ability to address children's unique learning needs, including children with exceptional needs;

Developing approaches to align policy and practices from birth through grade three by engaging local leadership in developing frameworks for effective transition periods.

The California Department of Education's, Early Education Division (EED) (in collaboration with the Special Education Division) continues to strive to implement recommendations outlined in the joint policy statement and the MPELC goals to support three- and four-year-old children to access high-quality, inclusive environments.

Highlights of the EED inclusion efforts include:

Inclusive Early Education Expansion Program (IEEEP) Grant Program 2020-24

The IEEEP authorized the State Superintendent of Public Instruction (SSPI) to award grants on a competitive basis for allocation to local educational agencies (LEAs). The purpose of IEEEP is to increase access to inclusive early learning and care programs for children with disabilities, including children with severe disabilities. The SSPI is also authorized to utilize funds for conducting an evaluation of the IEEEP. For more information, please visit the IEEEP 2020-24 web page.

IEEEP Grant Program 2022-27

The IEEEP authorized the SSPI to award $200 million in grants on a competitive basis for allocation to LEAs. The purpose of IEEEP is to increase access to inclusive early learning and care programs for children with disabilities, including children with severe disabilities. Funds will be awarded to selected LEAs for the purposes of adaptive and universally designed facility renovations, adaptive equipment, and professional development. For more information, please visit the IEEEP 2022-27 web page.

Impact Inclusion Workgroup

The Impact Inclusion Workgroup exists to lift, advocate for, and advance early childhood inclusive programs for children with disabilities in and across all sectors and systems in the state and tribes. We recognize and value the need for a culturally and linguistically responsive system reflective of our communities that honors individual strengths, differences, similarities, and perspectives, as essential to a quality inclusive system. Thus, a unified inclusive early learning and care system driven by an equity lens, will lead to equitable access, meaningful participation and a strong sense of authentic belonging for ALL of California's children, their families, and the communities that serve them. For more information, please visit the Impact Inclusion Workgroup to web page.

Resources

Resources to support inclusive policies and practices for early care and education. For more information, please visit the Resource web page.

Questions: Early Education Division | 916-322-6233

Last Reviewed: Wednesday, October 12, 2022

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High-quality inclusion in early education supports children's development, relationships with peers, and a sense of belonging, which is true for children with and without disabilities. Not only do children with disabilities benefit from being included in early education but children without disabilities also have positive developmental outcomes in inclusive environments.

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Hoja de Hechos del Centro Regional (Español)

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Hoja de Hechos del Centro Regional (Español)

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Leading By Convening – National Center for Systemic Improvement

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Servicios Comunes del Centro Regional (Español)

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Servicios Comunes del Centro Regional (Español)

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Inspirational Video- Be a Mr. Jensen- MUST WATCH!!

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EXCITING NEWS- Clint's new book is now available on Amazon at this link below. https://www.amazon.com/Love-Here-Leaders-Create-Organizations/dp/1989603378/ref=sr_1_1?dchild=1&keywords=clint+pulver&qid=1613669445&sr=8-1 Read the book to learn more about this story and how to become a Mr. Jensen for your students, employees and family.

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SERR -This manual explains how to become eligible for special education, how to request and advocate for special education services, and what to do if you disagree with school districts.

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Disability Rights California’s new Special Education Rights and Responsibilities (SERR) manual 

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Disability Rights California’s new Special Education Rights and Responsibilities (SERR) manual 

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Click the Language box in the upper right-hand corner for language options.

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SERR - Special Education Rights and Responsibilities - This manual explains how to become eligible for special education, how to request and advocate for special education services, and what to do if you disagree with school districts.

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The Federal and California special education laws give eligible students with disabilities the right to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). This manual explains how to become eligible for special education, how to request and advocate for special education services, and what to do if you disagree with school districts.

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A summary of the ESFRN's final report for this grant.

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Leading by Convening – Engaging Everybody

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Leading by Convening – Engaging Everybody

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Can children with language impairments learn two languages?

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Can children with language impairments learn two languages?

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Parents of children with language impairments sometimes wonder about the impact of a second language on their child. They may ask questions like:

"My child has been exposed to two languages since birth. Will this make my child's language delay even worse?"

"Can I introduce a second language to my child? He already has a delay in his first language."

"Should I stop speaking my home language to my child?"

"Would a French immersion program be too difficult for my child?"

New research is emerging about children with a variety of language difficulties who are exposed to more than one language. Most of the research has been conducted with children with "Specific Language Impairment" (SLI), who have difficulties with language, but no other developmental difficulties (for example, motor skills, cognitive/thinking skills, and social skills are all developing normally). Some research has also looked at bilingual children with Down Syndrome and more recently, Autism. This body of research has looked at two types of bilingual children:

simultaneous bilinguals: children who acquire two languages before the age of three

sequential bilinguals: children who learn a second language after the first language is well-established (generally after the age of three).

Another distinction drawn in the literature about childhood bilingualism and language impairment is the influence of the type of language a child is exposed to:

majority language refers to the language spoken by the majority of people in a region

minority language refers to a language spoken by a minority of the population

A final term which is useful when thinking about research on bilingualism is monolingual:

Studies about bilingual children with language impairments compare bilingual children and monolingual children with similar language impairments. These comparisons allow us to see if the addition of an extra language causes any differences or extra burden for the child.

Now let's look at some common questions parents ask about the impact of a bilingual environment on their child with language difficulties, and what the research tells us.

"My child has been exposed to two languages since birth. Will this make my child's language delay even worse?"

This type of bilingual child is a "simultaneous" learner, learning both languages from a young age. Sometimes parents worry that bilingualism will cause extra delays for children with language impairment, or that becoming bilingual is not possible for this group of children. Researchers have looked at the following groups of simultaneous bilingual children:

Young children with SLI learning two languages at the same time do not demonstrate any greater difficulties in their two languages, as compared to monolingual children with SLI [1]. Simultaneous bilingual children with SLI demonstrate the same challenges as monolingual children with SLI, but not any extra burden or difficulties [2,3].

A study comparing children with Down Syndrome being raised in bilingual homes with monolingual children with Down syndrome found that the bilingual children performed at least as well as the monolingual children with Down Syndrome (in their dominant language or language of greater exposure) [4]. Therefore, negative effects of bilingualism were not found.

The vocabularies of English-Chinese bilingual children with ASD and monolingual children with ASD were compared in a study [5]. The authors concluded that bilingualism did not have a negative effect on the children's language development, as both groups had similar vocabulary scores.

The Bottom Line...

To date, studies regarding simultaneous bilingual children with a variety of language difficulties show that these children do not have any extra delay or difficulties than monolingual children with similar language difficulties.

"Can I introduce a second language to my child? He already has a delay in his first language."

This type of bilingual child is a "sequential" learner. He has learned his first language, and will be introduced to a second language after the age of three. The following groups of children have been studied:

Most studies have shown that children with SLI who learn a second language catch up to their monolingual peers with SLI after sufficient exposure to the second language [6]. These children follow a similar developmental path and achieve similar levels of language proficiency as monolingual children with SLI.

However, Dutch researchers found different results. Minority (Turkish) language children with SLI who learned Dutch as a second language lagged behind their monolingual peers with SLI, even after four years of exposure to Dutch [6]. It has been suggested though that these results could be due to the fact that children who come from isolated, socioeconomically disadvantaged minority groups may be at a disadvantage when it comes to learning a second language [1]. In the studies mentioned above with positive outcomes, children lived in environments in which both of their languages had high status and support (such as Canadian children learning French and English, two official languages). Therefore, this may promote successful second language learning in this group of children.

A recent study in 2011 compared the language skills of sequential, simultaneous, and monolingual children with ASD [7]. This study included nonverbal and verbal children. Significant differences between the language levels of these three groups of children were not found.

The Bottom Line...

The research that has been conducted to date shows that sequential bilingual children with language impairments can learn a second language, although there seems to be an advantage for children whose languages are both highly supported in their community and school. Sequential bilingual children with language impairments face language-learning challenges, but not greater than monolingual children with the same language impairment.

Should I stop speaking my home language to my child?

Sometimes when parents find out that their child has a language delay, they feel they should stop speaking their home language to their child. Parents considering this usually feel that their child has to learn the majority language, but that their home language is not a necessity in the community. Some parents consider switching to the majority language because they themselves speak the majority language of the community. Others parents however, wonder if they should stop speaking their home language, even if they are not fluent or comfortable in the majority language themselves.

There are several problems that can arise when parents decide to stop speaking their home language with their child:

if parents try to speak a language with which they are not comfortable, it can jeopardize parent-child connection and interaction. This can lead to great emotional and psychological difficulties for the parents and the child, as language is strongly linked to emotion, affect, and identity [8].

children who speak a minority language are at risk for incomplete learning or loss of their home language [1]. This can affect how well that child learns a second language, as a strong foundation in the home language benefits second language learning.

a child's links to his home culture can be compromised [9].

there may be family members who only speak the home language. If a child loses his ability to speak the home language, relationships with these family members can suffer [9].

The importance of maintaining the child's skills in his home language is emphasized in an article by Dr. Kathryn Kohnert and her colleagues, who explain that [10]:

children with language impairment and their parents should share a common language so that they can communicate a wide variety of family values, experiences, care and concern.

a major goal of therapy for young bilingual children with language impairment should be helping the child's skills in the child's home language.

The Bottom Line...

It is widely accepted that parents should be encouraged to communicate with their children in their home language, and that professionals working with the child should support the family's home language [10].

"Would a French immersion program be too difficult for my child?"

Despite the prevalence of immersion programs, there is very little research concerning the suitability of children with language impairment for these programs. One study in 1982 looked at the performance of English students with language impairment in French immersion programs [11]. These students performed at a similar level as their monolingual peers with language impairment in English-only schools. Furthermore, the children in immersion had significantly superior French skills compared to students both with and without language impairment who were receiving conventional French instruction in English schools [6].

The Bottom Line...

Children with language impairment are frequently directed towards monolingual school options [12]. However, the research to date (albeit limited) indicates that children with language difficulties may do just as well in bilingual education settings as in monolingual settings. Whether learning one language or two, children with language impairment need extra support with language learning. When considering an immersion program, it is important to inquire about the availability of speech-language services and special education available to the child at school [6], to support not only the language of immersion, but also the child's first language.

Final Thoughts

Many children with language delay are raised in bilingual environments. While many people have falsely believed that bilingualism is detrimental to children with language difficulties, the above research shows that bilingualism is possible for this group of children. As summarized by Dr. Fred Genesee, a researcher in the area of bilingualism:
"Evidence on children with specific language impairment, admittedly rather limited at this time, suggests that...these children can acquire functional competence in two languages at the same time, within the limits of their impairment. Therefore, children with specific language impairment living in families where knowing two, or more, languages are useful and important, should be given every opportunity to acquire two languages" (13, p.14-15).
Dr. Genesee goes on to explain that:
"bilingual children need continuous and regular exposure to both languages to ensure their complete acquisition" (13, p.15) "special consideration should be given to minority languages. It is advisable to provide more exposure to minority than majority languages in the home to offset the lack of exposure to these languages in the community..." (13, p. 15).
If your child has a language impairment and is exposed to more than one language, consult a speech-language pathologist about the best ways to help your child. Your child will need help learning both of his languages. Like all bilingual children, your child will need constant, rich exposure to both languages in order to become bilingual. Beware of old-fashioned advice to stop speaking your home language, as this opinion is not supported by research. Rather, a strong foundation in a child's home language has been found to help a child learn a second language.

Endnotes

1. Petersen, J., Marinova-Todd, S.H, & Mirenda, P. (2011). An exploratory study of lexical skills in bilingual children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. DOI: 10.1007/s10803-011-1366-y.

2. Paradis, J., Genesee, F., and Crago, M. (2011). Dual language development and disorders: A handbook on bilingualism and second language learning. Baltimore, Maryland: Paul H. Brookes Publishing Co.

3. Hambly, C. & Fombonne, E. (2011, September 22). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders. [Epub ahead of print].

4. De Houwer, A. (1999). Two or More Languages in Early Childhood: Some General Points and Practical Recommendations. Centre for Applied Linguistics. Available online at: http://www.cal.org/resources/digest/earlychild.html

5. Paradis, J. (2007). Bilingual Children with specific language impairment: Theoretical and applied issues. Applied Psycholinguistics, 28, 551-564.

6. Thordardottir, E. (2006, August 15). Language Intervention from a Bilingual Mindset. The ASHA Leader.

7. Genesee, F. (2009). Early Childhood Bilingualism: Perils and Possibilities. Journal of Applied Research in Learning, 2 (Special Issue), 2, 1-21.

For more than 35 years, The Hanen Centre has taken a leading role in the development of programs and resources for parents and professionals to help all preschool children develop the best possible language, social and literacy skills, including those children with or at risk of language delays and those with developmental challenges such as Autism Spectrum Disorder.

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Can children with language impairments learn two languages?

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Is it wise to introduce a second language to children who have language delays? Is a second language immersion program a good idea? When a child is diagnosed as language delayed, should bilingual parents stop speaking to him in their home language? Find out what the latest research says about this topic.

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Child Development (CA Dept of Education)

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Management Bulletin 23-08 - Child Development (CA Dept of Education)

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Guidance on Suspension and Expulsion in the California State Preschool Program.

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Policy Statement on Inclusion in Early Childhood Programs

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Policy Statement on Inclusion in Early Childhood Programs

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POLICY STATEMENT: Inclusion of Children with Disabilities in Early Childhood Programs (Nov. 28, 2023) - Individuals with Disabilities Education Act