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By order of the Public Health Officer of the County of Riverside, all county schools (including preschools) are closed through June 19, 2020. All Head Start programs have ended for the 2019-20 program year as of June 11, 2020. Early Head Start center-based will conclude on July 23, 2020 and Early Head Start home-based will conclude on August 20, 2020.

For the health and well-being of all Head Start/Early Head Start students, families and staff, the program will continue to maintain student and family engagement utilizing a virtual and remote based model. To this end, all program staff continue to work remotely during the closure and will maintain contact with students and families through direct contact telephone calls and at home learning activities.

For enrolled families, assigned Community Assistants will conduct remote home-visits via weekly telephone contact are available to assist to the greatest extent possible with family support services. Instructional staff will likewise maintain direct contact with enrolled families and to the greatest extent assist and provide individualized academic activities for parents and caregivers to provide at home.

To submit an online application for the 2020-21 Program Year, please click on the link below. A separate link will be available in the coming days for secure uploading of required eligibility and enrollment documents.

RIVERSIDE COUNTY FOOD ACCESS SITES

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Accessing Head Start and Early Head Start Services and Resources During Center and Office Closures - Early Learning Services

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By order of the Public Health Officer of the County of Riverside, all county schools (including preschools) are closed through June 19, 2020. All Head Start programs have ended for the 2019-20 program year as of June 11, 2020. Early Head Start center-based will conclude on July 23, 2020 and Early Head Start home-based will conclude on August 20, 2020.

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1. Official Websites for Coronavirus Information

The California Department of Public Health (CDPH) is lead state department in coordinating and monitoring the Coronavirus (COVID-19) in California. The latest Press Releases and Guidance Documents will help you stay up to date what's happening in California. The California Department of Education is working closely with agency partners and posting directives specific to child care providers and schools and other resources. The Center for Disease Control is the "go to" website for all federal guidance including for school settings and administrators. The World Health Organization is monitoring what's happening in the world with the virus. See links to all of this information here.

The California Department of Education (CDE) is monitoring the 2019 Novel Coronavirus (COVID-19) situation and working closely with agency partners. Directives specific to child care providers and school are found at the CDE website. Local educational agencies (LEAs) are encouraged to follow California Department of Public Health recommendations. The This website also contains directives specific to child care providers and schools.

CDPH is the lead department coordinating efforts related to the Coronavirus in California. Check for the latest News Releases and find Guidance Documents specific to your situation in the links below. They are updated regularly so check often.

The CDC has the latest comprehensive information about the status of the Coronavirus and information to support families, child care providers and schools in prevention efforts. Here are the most relevant web pages that are updated regularly.

On this website you can find information and guidance from WHO regarding the current outbreak of coronavirus disease (COVID-19) that was first reported from Wuhan, China, on 31 December 2019. Please visit this page for daily updates.

2. Information Specific to Children and Adults with Disabilities

Children and adults with disabilities as well as senior citizens may be a particular risk for the Coronavirus (COVID-19). In planning for extended isolation the unique needs of children and adults with disabilities as well as seniors must be considered. Find resources and articles that may help with those considerations here.

What Do Older Adults and People with Disabilities Need to Know about the Coronavirus? Administration for Community Living aria-hidden="true"

Early data suggest older people are twice as likely to have serious COVID-19 illness. This may be because immune systems change with age, making it harder to fight off diseases and infection. Older adults also are more likely to have underlying health conditions that make it harder to cope with and recover from illness. In addition, people of all ages, with or without disabilities, seem to be at higher risk for getting very sick from COVID-19 if they have serious chronic medical conditions like heart, lung or kidney disease. This website, updated regularly, provides guidance for people at higher risk for getting the virus, encourages reference to local authorities and provides a state by state guide to coronavirus (COVID-19) resources. The information on the page is also available in Spanish (DOCX) aria-hidden="true" .

This website provides directives regarding the Coronavirus (COVID-19) to programs and providers of services to children and adults with developmental disabilities.

The information related to Coronavirus on this web page is presented in an easy to read question and answer format. The questions are relevant to the care, education and accessibility rights of children and adults with disabilities.

This website provides federal resources related to managing the coronavirus at schools including:

Forbes | Mar 8, 2020

The COVID-19 coronavirus outbreak has everyone spooked, and hopefully, taking steps to control the outbreak and prepare to get through whatever may come of it. But one group faces additional risks and consequences, as well as anxieties: people with disabilities and or chronic illnesses. The article discusses five points to keep in mind about how the coronavirus outbreak affects disabled people and a link to a video in American Sign Language What You Need to Know About Coronavirus aria-hidden="true"

The coronavirus impacts everyone. But it creates added challenges for some people. That includes kids and adults with learning differences or disabilities.

We've created this resource to make the health crisis easier to manage. There are tools and information to help at home, at school, and at work. We'll be providing updates on issues that impact learning, special education, talking with kids, and the workplace.
What You'll Learn
This website provides helpful of advice for families of children with autism in managing the coronavirus emergency.

Washington Post | Mar 3, 2020

"I'm the father of an autistic boy with Down syndrome. While he is not medically fragile, his diet is specific enough to the extent we can't just easily roll with the societal disruptions that coronavirus brings and expect him to cope in the same way a neurotypical kid does. So, I went to Costco." This story about the importance of being prepared with whatever you may need to meet the very specific diet and routine needs of your child with disabilities.

To find out what local organizations are doing to mitigate the spread of coronavirus and support families in need of child care or meals because of school closures check out the links to key organizations in your county that are found on MAP's County Specific Resource page (link to page). For example, many Child Care Resource and Referral organizations are offering creative ways to support families who need child care; County Offices of Education can give you the latest information about what's happening with the Coronavirus in local schools; some local First 5 organizations are providing resources and ideas about how to keep young children safe, engaged and active; some Early Start Family Resource Centers have information and resources helpful to supporting children with disabilities. Just click on your county to explore resources available from the various organizations.

3. Resources for Families

Families are coping with school shut downs and trying to protect their family by following preventive directives like handwashing and social isolation. Talking to their children about Cononavirus (COVID-19) in age appropriate and reassuring ways may also be a challenge. In this area of the web page you'll find the reliable information and tools to help ease concerns and take care of children.

Information for Families: Healthy Children.Org: Coronavirus aria-hidden="true"

This website sponsored by the American Academy of Pediatrics describes the virus, symptoms, those at most risk, protecting your family, preparing for school or child care closings and more. It is family friendly and updated regularly.

Provides information for parents and caregivers about infectious disease outbreaks in your community. Knowing important information about the outbreak and learning how to be prepared can reduce stress and help calm likely anxieties. This resource will help parents and caregivers think about how an infectious disease outbreak might affect their family- both physically and emotionally-and what they can do to help their family cope. Tip sheets also available in Spanish aria-hidden="true" and Chinese aria-hidden="true"

News of the coronavirus COVID-19 is everywhere, from the front page of all the papers to the playground at school. Many parents are wondering how to bring up the epidemic in a way that will be reassuring and not make kids more worried than they already may be. Here is some advice from the experts at the Child Mind Institute. Read the article, also in Spanish aria-hidden="true" , and watch the video.
Earlier this week, I overheard my kids engaged in a round of "I heard" and "Did you know?" while they were getting ready for bed. "I heard that Margaret's dad has it," said my six-year-old. "Did you know that it's the worst sickness ever?" added my eight-year-old. Neither statement is accurate, but they were revealing: I had thought my initial conversations with my kids about COVID-19 had been good enough. But with adults, kids at school and the news all hyper-focused on this coronavirus outbreak, my reassuring voice needed to be a little louder.
This article goes on to explain how correcting these inaccuracies and providing age appropriate facts was the first priority for the author of this article, but then she goes on to assure her kids that they are safe and gave them ideas on what they could do to help out in stopping the spread of the virus by describing germ busting habits. She also provides links to helpful episodes of Daniel Tiger's Neighborhood, Sesame Street and Curious George that demonstrate strategies and concepts.

The following resources offer tips for families who might want to talk about the Coronavirus with young children.

4. Resources Created for Kids to Explain the Coronavirus

Tools for explaining the Coronavirus in easy to understand ways for different age groups are gathered here. Included are a videos for school age kids, a downloadable book in several languages for children under 5, a downloadable comic in multiple languages for school age kids and an online social story for younger kids. Find those here.

Coronavirus Video for Kids and Others who want a simple friendly explanation and guidance! (Video) aria-hidden="true" BrainPop! | Length: 4:11 minutes

It can be scary to hear about a disease outbreak, but learning the facts can help ease your mind. A new coronavirus-a type of virus named for its crown-like shape-emerged in Wuhan, China in 2019, and then spread to people around the world. While the most severe cases often dominate the headlines, they're not the whole story. Most coronavirus cases have been mild, and healthy bodies can fight off the infection on their own. Find out more about how viruses work, and the best ways to prevent them from infecting more people. Viruses can't spread without our help, so click play to learn how not to help them!

A free children's book about coronavirus that can be downloaded from the Spanish speaking author at Manuela Molina aria-hidden="true" . This is a fun way to explain Coronavirus to young children and encourage preventive habits! The book is available in 10 different languages.

NPR | Feb 28, 2020

Kids, this comic is for you. It's based on a radio story that NPR education reporter Cory Turner did. He asked some experts what kids might want to know about the new coronavirus discovered in China.

To make this comic, we've used his interviews with Tara Powell at the University of Illinois School of Social Work aria-hidden="true" , Joy Osofsky at the LSU Health Sciences Center in New Orleans aria-hidden="true" and Krystal Lewis at the National Institute of Mental Health aria-hidden="true" . The Comic has traveled around the world and has been translated into Braille and Spanish. It's free and downloadable.

This short online picture book, geared toward preschoolers, tells the story of the Coronavirus.

5. Webinars for Early Childhood Educators on Managing Infectious Disease

Early care and education providers can benefit from recent webinars that address the Coronavirus (COVID-19). Early Childhood Investigations is hosting one on March 20. The American Academy of Pediatrics produced a one hour webinar and provided additional professional development resources last week. Head Start also has an educational webinar available with resources.

Bracing for Covid19: What Early Childhood Programs Need to Know and Consider Now (Webinar) aria-hidden="true" Early Childhood Investigations | Mar 20, 2020

This engaging webinar provides reasonable, easy to implement strategies for managing infectious diseases and specifically refers to the unique characteristics of the Coronavirus. It also describes two new tools available for child care health consultants, early learning program directors, health managers, health care professionals and others to use to help meet national early education & child care training requirements for managing infectious diseases. Susan Aronson, MD, FAAP, pediatrician and co-editor of Managing Infectious Diseases in Child Care and Schools, A Quick Reference Guide, 5th edition.

In this 13 minute video, Dr. Bergeron and Dr. Marco Beltran, health lead at the Office of Head Start, discuss strategies for managing infectious disease. Head Start programs can follow guidance issued by local authorities and use federal guidance to support their decision-making. Dr. B shares a love note for Head Start staff and points out useful existing resources and advice for programs.

6. Taking Care Of Yourself!

Staying calm in this time of uncertainty is no easy task, but with some strategies to focus on what we can control and what we can be thankful for may help in regulating our own emotions so that we can help to calm those around us. This set of resources gives you ideas and resources that may help as we navigate this crisis!

Protecting Your Mental Health in the Face of Uncertainty aria-hidden="true"

Human beings like certainty. We are hard-wired to want to know what is happening when and to notice things that feel threatening to us. When things feel uncertain or when we don't generally feel safe, it's normal to feel stressed. This very reaction, while there to protect us, can cause all sorts of havoc when there is a sense of uncertainty and conflicting information around us.

If you're the parent of a school-aged child, you've almost certainly become aware that the chance of your child's school closing for an extended amount of time is very real. Quite possibly your local school has already been shut down. This article gives some great ideas including routines and activities to help keep everyone happier during this unexpected time at home!

This facebook post by Melissa Ker Winchell, the mother a child that was in quarantine for a year, shares what she learned about making the most of time in quarantine

This beautiful artwork was posted on Facebook and gave me feeling of calm when I saw them. These 10 art prints illustrate 10 things you should do in a pandemic. The prints are available free for download at the link above. They are also available as a poster for a fee.

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The California Department of Public Health (CDPH) is lead state department in coordinating and monitoring the Coronavirus (COVID-19) in California. The latest Press Releases and Guidance Documents will help you stay up to date what's happening in California. The California Department of Education is working closely with agency partners and posting directives specific to child care providers and schools and other resources.

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Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices, Charter School Administrators, Principals, and Nonpublic School Directors:

As we work together to address ongoing concerns related to Novel Coronavirus (COVID-19) and the impact on schools, communities, families, and students, we want to ensure that school communities across the state are connected with up-to-date guidance and information to support local decisions about protecting the health and safety of students.

The California Department of Education (CDE) acknowledges that closing a school is a complex and difficult decision. Local Educational Agencies (LEAs) should continue to work with county public health agencies to evaluate appropriate options given their regional context. In the event school closure is deemed necessary, assessing the impact on students with disabilities and their families warrants unique consideration.

The United States Department of Education (USDOE) recently issued a document titled " Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak," which can be accessed on the USDOE website at https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-covid-19-03-12-2020.pdf (PDF; 2MB). The California Department Education (CDE) encourages LEAs to review the document in its entirety for guidance on services to students with disabilities, placement considerations, and appropriate use of funding. Further information and resources for schools and school personnel related to COVID-19 is available on the USDOE's website at https://www.ed.gov/coronavirus .

Additionally, the United States Center for Disease Control and Prevention (CDC) has issued a document titled " Considerations for School Closure" outlining factors for LEAs to consider when discussing potential school closure, including a sample decision tree. The document is available on the CDC website at https://www.cdc.gov/coronavirus/2019-ncov/downloads/considerations-for-school-closure.pdf (PDF).

The CDE has established a web page for information related to COVID-19 on the CDE website at https://www.cde.ca.gov/ls/he/hn/coronavirus.asp. Please refer to this webpage for guidance from the CDE and other public agencies on the response to COVID-19.

Many questions about structuring special education and related services for students with disabilities have yet to be answered as we navigate this unprecedented response to COVID-19. LEAs are encouraged to work collaboratively and creatively to provide instruction and services in an equitable manner for all students.

The CDE stands ready to support LEAs in their efforts to protect the safety of students during this time. If you have any questions regarding this subject, please email SEDINFO@cde.ca.gov.

Sincerely,

Kristin Wright, Director
Special Education Division

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March 13, 2020 Letter - Laws, Regulations, & Policies (CA Dept of Education)

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Dear County and District Superintendents, Special Education Local Plan Area Directors, Special Education Administrators at County Offices, Charter School Administrators, Principals, and Nonpublic School Directors: As we work together to address ongoing concerns related to Novel Coronavirus (COVID-19) and the impact on schools, communities, families, and students, we want to ensure that school communities across the state are connected with up-to-date guidance and information to support local decisions about protecting the health and safety of students.

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The Orange County Department of Education explains Multi-Tiered System of Supports, or MTSS

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THE BIOLOGY OF STRESS & THE SCIENCE OF HOPE "...AN ENGROSSING STUDY OF HOW ADVERSE CHILDHOOD EXPERIENCES (OR ACES) CAN BE LINKED TO DESTRUCTIVE BEHAVIOR AND MEDICAL DISEASES" -Matt Fagerholm ROGEREBERT.COM THE BIOLOGY OF STRESS & THE SCIENCE OF HOPE

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Most educators are at least superficially familiar with the term "Response-to-Intervention," or "RTI." Since the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA), which prohibits states from requiring school districts to use IQ-achievement discrepancy criteria in the identification of students with specific learning disabilities and encourages the use of Response-to-Intervention, a scientific, research-based approach (Mandlawitz, 2007), "doing RTI" has become a veritable catchphrase in schools and classrooms throughout the country. RTI refers to the practice of providing high-quality, multi-tier instruction and interventions matched to students' needs, monitoring student progress frequently, and evaluating data on student progress to determine the need for special education support (Batsche et al., 2005; Fuchs & Fuchs, 2006). While numerous examples of the model have been proposed, most of these have several common features (Batsche et al., 2005; Gresham, 2007), including universal screening of all students, multiple tiers of intervention service delivery, a problem-solving method, and an integrated data collection and assessment system to inform decisions at each tier of service delivery.

Positive Behavior Intervention and Supports

Positive Behavior Intervention and Supports, or PBIS, represents somewhat of a parallel model, in which preventative behavioral instruction is delivered to the whole school population in an effort to foster a positive school climate. Like RTI, PBIS espouses a multi-tier, data-based approach to service delivery. The first tier includes teaching a set of appropriate behaviors within the whole school; the second tier activates behavioral interventions for students who do not respond to the primary instruction, and the third tier involves individualized behavior support plans for students who do not respond to primary or secondary prevention support (McIntosh et al., 2010).

While their foci are different, the underlying principles of both RT I and PBIS draw upon the U.S. Public Health Service's conceptual multi-tier pyramid model of prevention, which involves primary, secondary and tertiary approaches (Walker et al., 1996). This framework provides a source for understanding how RT I and PBIS originated and how they can be woven together, offering the foundation for a Multi-Tier System of Supports (MTSS ).

Multi-Tier System of Supports

The RTI and PBIS approaches involve targeting specific areas in which students are struggling and then applying increasingly research-based interventions until the barriers to learning are addressed. Integrating both models directly addresses the academic, social, emotional and behavioral development of children from early childhood through adolescence. This represents the foundation of a comprehensive MTSS framework. MTSS leverages the principles of RTI and PBIS and integrates a continuum of systemwide resources, strategies, structures and practices. Numerous school districts and states, including Los Angeles, Boston, Kansas and Utah, have adopted an MTSS framework in an endeavor to more cohesively, comprehensively and coherently meet the needs of all learners.

MTSS , rooted in the data-informed practices of RTI and PBIS, explicitly offers a multi-tier approach. Emphasis is on schoolwide, differentiated universal core instruction at Tier 1; Tiers 2 and 3 provide intensive and increasingly individualized interventions (Batsche et al., 2005). Tier 1 refers to the core curriculum delivered to all students that has a high likelihood of bringing the majority of students to acceptable levels of proficiency. Tier 2 provides supplemental instruction to those students who display poor response to the core instruction provided at Tier 1. Tier 3 involves the application of intensive instructional interventions designed to increase the rate of student progress. Tier 3 services may or may not include special education. A structured problem-solving process and integrated data-collection system, based on the RTI and PBIS approaches, is utilized at each tier of the model. The effectiveness of instruction at each tier is determined by collecting data about students' progress in a recommended monitoring schedule. With its emphasis on evidence-based instruction and collaborative, iterative problem-solving, MTSS acknowledges that instruction and/or contextual issues, not student inability, could be the reason why students are not learning.

In addition to offering a multi-tier approach to assessment and intervention, MTSS integrates a systemwide continuum of supports. Such structures activate homeschool-community relationships and bring together partners from the education, mental health, family, social service, medical, juvenile justice, recreation and cultural domains within the multi-tier system. These collaborations, together with educational leadership at the district and school levels, promote the formation of wraparound structures, supports and practices to help students succeed in school.

Bringing MTSS to Scale

Previous educational change initiatives often have failed due to policymakers not meaningfully involving educators in decision-making or considering schools in the context of their larger social systems (Sarason, 1990). Working within the MTSS framework requires that all school district staff, including teachers, central office personnel, school leaders and student support specialists, change the way in which they have traditionally worked.

Castillo et al. (2010) have developed technical guidance that provides an organizational blueprint for considering how to facilitate sustainable change within complex educational systems. Drawing from this work, successful implementation of MTSS within a systems change perspective generally involves three stages: consensus development, infrastructure building and implementation (Batsche et al., 2007; Castillo et al., 2010).

District and school leaders must fi rst achieve consensus on using MTSS practices, then build the necessary infrastructure to establish and sustain MTSS practices, and finally, facilitate and evaluate the implementation of data-informed problem solving across a multi-tier service delivery framework. Using these stages to guide and inform the work will improve the sustainability of MTSS implementation. A description of each of the three components of the change model follows.

Consensus

Key stakeholders in a district or school (e.g., superintendent, curriculum directors, principals, teachers, instructional support personnel, student services personnel) should arrive at consensus regarding the importance of MTSS implementation and commit to its adoption and sustainability. This is done through a discussion of beliefs and assumptions about teaching and student learning in which educators at the district and school levels identify their own perceptions regarding the need for MTSS practices and together construct their vision of the MTSS framework enacted.

Infrastructure

The development of infrastructure involves creating the structures required to facilitate and support implementation of the MTSS framework model. A district must examine its current goals, policies, resources and personnel responsibilities with regard to their alignment with a MTSS model of service delivery. e following are examples of structures that school districts must consider to enhance their capacity to implement MTSS:

Have training and technical assistance to build the capacity of all educators

Recalibrate district office roles that crossfunctionally support implementation

Identify key district stakeholders whose primary focus will be on planning, implementation and ongoing evaluation

Integrate and manage data

Identify Tier 1, Tier 2 and Tier 3 assessment and intervention practices across academic and behavioral domains

Establish decision criteria at each tier

Identify community and family resources and partnerships

Identify a systemwide continuum of supports across each domain

Modify schedules to include problemsolving meetings, intervention delivery, universal screening and progress monitoring, and professional development

Have a provision of greater principal autonomy for determining school resource allocation to support MTSS

Claudia Rinaldi and Orla Higgins Averill are senior training and technical assistance associates with the Urban Special Education Leadership Collaborative at Education Development Center. For more information, go to www.urbancollaborative.org.

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Most educators are at least superficially familiar with the term "Response-to-Intervention," or "RTI." Since the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA), which prohibits states from requiring school districts to use IQ-achievement discrepancy criteria in the identification of students with specific learning disabilities and encourages the use of Response-to-Intervention, a scientific, research-based approach (Mandlawitz, 2007), "doing RTI" has become a veritable catchphrase in schools and classrooms throughout the country.

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COMMENTARY: Reversing 760,000 lost days of learning in our schools

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Schools must be both creative and effective at responding to discipline problems.

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Christopher Futcher7 / iStock

Change has come at an exponential pace for California's educators.

Four years ago, we welcomed a new funding system that engages stakeholders, promotes transparency and channels more resources toward students with the greatest challenges.

At about the same time, our state implemented new standards designed to improve college readiness and an overhauled accountability system has since advanced beyond test scores to present a more holistic view of academic performance - and progress.

These are all shifts in the right direction, yet more can be done to improve student outcomes in California. In my view, our next step is for schools and districts to embrace an effective model that addresses not just the academic performance of our state's six million public school students, but also their social and behavioral needs, which are prerequisites to educational achievement.

Fortunately, such a model exists, and it's already being leveraged throughout California.

The multi-tiered system of support, or MTSS, is a framework of new and existing strategies used to identify students who need assistance, initiate a response plan, track progress and make improvements over time.

Because this approach builds on the strengths of each school's staff and signature programs, it will look different depending on where it's deployed. But, as its name suggests, the multi-tiered system of support framework relies on three distinct levels, or tiers: 1) universal support for all students, 2) supplemental services for students who require more academic or behavioral assistance and 3) individualized help for those with the greatest needs.

For an example of how this framework is being used at the secondary level, look no further than Fountain Valley High School in Orange County.

With the benefit of a modified schedule, Fountain Valley's teachers gather throughout the year by grade level to discuss what's working in and out of the classroom, and what might be causing academic and behavioral problems. These sessions give staff an opportunity to identify students who are struggling and would benefit from additional interventions, which may include tutoring, counseling or even an after-school club.

Fountain Valley's tiered interventions are determined in part by hard data and collaboration, but that's not the whole story. They're also driven by meaningful interactions between students and teachers, who have underscored the importance of establishing personal connections by promoting a simple question - "What's Your Story?" - as a campus-wide theme.

About 15 miles away, South Junior High School in Anaheim is building a similar framework. If a student starts to drift off course academically or behaviorally, a team that includes counselors, administrators, the school's psychologist and other educators will meet to discuss possible solutions. Interventions can include additional classroom support, one-on-one mentoring, home visits or even a referral to an outside organization like Big Brothers Big Sisters of Orange County. The idea is that each student will receive an approach that's based on his or her unique needs.

"It's not just meeting about content," South Principal Enrique Romero says. "It's meeting about kids."

One of the challenges for any secondary school is that students report to multiple teachers, which makes it more difficult to collaborate or spot emerging trends. Recognizing this, South this year is piloting a new seventh-grade program in which four teachers in the core subjects of English, math, science and history essentially share the same set of students. The school has also created a new position - family and community engagement specialist - to help parents become more involved on campus and to help them learn to advocate for their children.

It's possible this is the first time you're hearing about MTSS in California, but efforts are underway to expand the multi-tiered system of support framework through a statewide initiative that's being led by the Orange County Department of Education with support from the Butte County Office of Education and an organization called the SWIFT Center, which is providing technical assistance.

With funding from the California Department of Education, this partnership has already invested $3.2 million to help 105 schools, districts and county offices of education design and implement their own MTSS frameworks. Two additional rounds of funding are set to be awarded this academic year with the goal of eventually reaching every district in the state.

Each grant recipient will build capacity through training, enabling schools and districts to play to their strengths, target deficiencies and focus their resources on locally identified needs. For example, a school can use MTSS to improve attendance if that's a persistent issue. Other schools can target school climate, academic performance or dropout rates, or any combination of these issues. Regional leaders and county offices of education throughout the state are guiding this important work, and to reflect the conviction that MTSS can benefit every student, they have adopted the motto "All means all."

Meanwhile, there is a growing body of evidence to show the efficacy of MTSS.

According to a published case study of the Tigard-Tualatin School District in Oregon, the principles of MTSS have led to a steep drop in office referrals for discipline, along with an increase in the percentage of students meeting or exceeding standards in grades 3 through 11. Officials also saw the achievement gap between Latinos and other student groups on state assessments narrow significantly over five years.

Similarly, the SWIFT Center, which helps sites develop multi-tiered system of support frameworks, reports that 64 K-8 schools in five states have demonstrated improved academic and behavior outcomes, and the results were particularly impressive for students with special needs. Within urban school districts, SWIFT reports, the proportion of students reading at or above benchmark levels increased by as much as 16 percent - a rate that was mirrored by students with special needs. Meanwhile, out-of-school suspensions fell by as much as 84 percent.

Again, no two MTSS frameworks will be exactly the same, but common threads include collaboration, the use of data, differentiated instruction and targeted interventions that kick in before a school or student is failing.

In other words, educators are using the multi-tiered system of support to solve problems before they become problems, and the preliminary results are highly encouraging.

Now it's time to take the next step in California's continual drive for educational improvement by sharing these effective strategies so they can be scaled up statewide - because when it comes to ensuring the success of California's six million students, all means all.

***
is the Orange County Superintendent of Schools.
The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.

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New system of support contributes to student success

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Christopher Futcher7 / iStock Change has come at an exponential pace for California's educators. Four years ago, we welcomed a new funding system that engages stakeholders, promotes transparency and channels more resources toward students with the greatest challenges.

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The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.

State Partnerships

Visit our states page to find more information about any of our state partners or new resources and information for all states.

State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin.

Stay Connected to CSEFEL: sign up for our electronic updates

Pyramid Model

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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There are so many reasons to join the MyPeers social network! It's the best place for early childhood professionals to brainstorm, exchange ideas, and share resources with colleagues from across the country. Members can join communities and workgroups dedicated to specific roles, topics, and regions. Connect with others around Eligibility, Recruitment, Selection, Enrollment, and Attendance ( ERSEA); Practice-Based Coaching; staff wellness; mental health; and more. Members are even sharing examples of policies, forms, flyers, and plans from their own programs to help their colleagues develop innovative practices!

Explore answers to MyPeers FAQs below. Learn more about MyPeers in this handy tip sheet.

How is MyPeers different from the ECLKC?

The Early Childhood Learning and Knowledge Center ( ECLKC) is the official information hub for the Office of Head Start. MyPeers is a social platform for connecting, sharing, and collaborating with fellow early childhood professionals.

What's the difference between a community and a workgroup?

Anyone can join a community. Workgroups are limited to members with permission to join from the group administrator.

How do I find communities to join?

Select "Communities" from the left-hand navigation bar. Set the filter in the upper-right corner to "All Communities." Choose the icon of the community you want to enter. Use the blue "Join" button to receive updates or participate in community chat.

How can I join a workgroup?

Select "Workgroups" from the left-hand navigation and set the filter to "All Workgroups." Choose the icon for the workgroup you want to join and select the blue "Join" button to send an access request to the group administrator.

Can I start a new community or workgroup?

Yes. From the "Pages" tab in the MyPeers Central community, choose "Request New Community/Workgroup." After you complete the form, someone from MyPeers will contact you.

Is there an app?

Yes! The MyPeers platform is hosted by MangoApps. Download the app from the App Store or Google Play Store to stay connected on the go.

Can I change my email notification preferences?

Yes. Select your initials/avatar in the upper-right corner, then "Change My Settings." Select the "Change" button under Configure Notifications to update your preferences.

What if my email address changes?

Log into MyPeers with your old email address. Select your initials/avatar in the upper-right corner, then "Profile & Timeline." Choose the "Edit" button to change your email address and update any other personal information. The next time you log in, use your updated email address.

Questions?

Contact us with additional questions or concerns.

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MyPeers - Social Network for Early Childhood Professionals | ECLKC

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MyPeers is an online social and learning network for Head Start and Early Head Start program staff and partners to dialogue and share thoughts.

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Home | California ACEs Action | ACEsConnection

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Gov. Jerry Brown on Sunday signed a bill into law that makes California the first state to require corporate boards of directors to include women, saying that despite potentially "fatal" legal problems in the measure, it is time to force action.

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This is where it all starts! Small things can cause big positive changes, so choose an action and make it happen.

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Disabilities Services Newsletter Issue 12: Creating a Classroom Culture of Acceptance of Individual Differences

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A culture of acceptance is one that welcomes and includes all children. Acceptance goes beyond providing access to an early learning setting. It means being included both physically and socially as a part of the group. A culture of acceptance occurs when each child is accepted and welcomed for who they are.

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iehp, inland empire health plan, iehp insurance

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Welcome to Unidos Por La Musica - A Non-Profit 501 (C)(3)

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The mission of Unidos Por La Musica (UPLM), a non-profit, is to promote economic self-sufficiency and upward mobility to low-income community residents through education and the power of music.

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First 5 Riverside aims to invest in efforts that will have the most effective and positive impact on children and our community. Annually, a portion of tobacco tax revenue collected by the state is distributed to the respective counties based on their annual live birth rate. In turn, First 5 Riverside, the Riverside County Children & Families Commission, awards funds to organizations, specific projects and providers that facilitate programs or services that fit with the Commission's strategic plan to support Riverside County children 0 through 5 years of age.

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First 5 Riverside aims to invest in efforts that will have the most effective and positive impact on children and our community. Annually, a portion of tobacco tax revenue collected by the state is distributed to the respective counties based on their annual live birth rate.

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Riverside University Health System - Behavioral Health

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Cognitive Behavioral Therapy | Psychology Today

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Cognitive-behavioral therapy (CBT) is a form of psychotherapy that treats problems and boosts happiness by modifying dysfunctional emotions, behaviors, and thoughts. Unlike traditional Freudian psychoanalysis, which probes childhood wounds to get at the root causes of conflict, CBT focuses on solutions, encouraging patients to challenge distorted cognitions and change destructive patterns of behavior.

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Assembly Bill 379
Legislation to amend Sections 48853, 48853.5, 49069.5, 51225.1, and 51225.2 of, and to amend the heading of Chapter 5.5 (commencing with Section 48850) of Part 27 of Division 4 of Title 2 of the California Education Code ( EC), relating to foster youth.

COVID-19 Foster Youth Resources
Information and resources regarding Coronavirus (COVID-19) and California's Foster Youth.

Foster Youth Education Rights
Developed by the California Foster Youth Education Task Force, this summarizes the EC sections pertaining to foster youth.

Homeless Children and Youths Resources
The McKinney-Vento Act includes foster youth awaiting placement in a foster or group home in the definition of homeless.

Multi Tiered System of Supports
A framework that aligns Response to Instruction and Intervention with the Common Core State Standards and the systems necessary for academic, behavior, and social success.

Reopening School for Students in Foster Care and Students Experiencing Homelessness
This letters reminds local educational agencies that when reopening schools, special populations such as students in foster care and children and youth experiencing homelessness must be considered.

Tribal Foster Youth Guidance Document(DOCX)
The Tribal Foster Youth Guidance document was designed to provide guidance and support to local educational agencies regarding the addition of tribal foster youth to the Local Control Funding Formula definition of foster youth. The document provides guidance and resources around data collection and reporting requirements, guidance on how to ensure these youth are identified at the local level, and links to tools on a number of different resources and web pages.

Last Reviewed: Friday, February 17, 2023

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Resources related to foster youth service coordinating programs.

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Collaboration In Common | Professional Learning, Collaboration and Resources for All CA Educators

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CiC makes it easy to discover, share and organize knowledge. We empower individuals, organizations and networks to develop the knowledge needed to solve big problems.

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The Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children is a conceptual framework of evidence-based practices developed by researchers and program developers in the areas of social skills and challenging behavior.

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Pyramid Equity Project - Adressing Discipline with Childhood Challenges

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Pyramid Project Policy on Childhood Expulsion

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The Pyramid Model is a positive behavioral intervention and support (PBIS) framework that uses systems-thinking and implementation science to promote evidence-based practices. We created The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children to helpearly educators build skills for supporting nurturing and responsive caregiving, create learning environments, provide targeted social-emotional skills, and support children with challenging behavior. Finally, we provide local, national, and global early childhood programs with comprehensive training, proven methods, and free resources.
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State Capacity-Building

Together, we can make a bigger impact. As PMC Partners, we understand the importance of a cross-sector approach. That's why we provide you with the framework and roadmap to implement the Pyramid Model and create consistency across all early childhood services in your state.
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Program Capacity-Building

Implementation science guides everything we do. And the challenges we help you tackle require a system change approach. So, if you are a district, region, or program, we work with you on program-wide implementation. As a result, you can strengthen relationships between staff, family, and young children.
Learn More

Professional Development

Over the last decade, we have joined forces with all 50 states to change the way the early childhood workforce enhances a child's social-emotional development. As such, our professional development program gives staff the knowledge and resources to provide individualized, focused, and consistent results in the classroom.
Learn More

Check out the ePyramid, our new online training program for the early childhood workforce. When you train with us, you learn how to enhance social-emotional development in infants and young children. But you never have to leave the classroom.
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Iowa Embraces Change to Help Children Transform
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Head Start Program in Wisconsin Bridges Gap Between Staff and Parents
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Skip to content The Pyramid Model is a positive behavioral intervention and support (PBIS) framework that uses systems-thinking and implementation science to promote evidence-based practices. We created The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children to helpearly educators build skills for supporting nurturing and responsive caregiving, create learning environments, provide targeted social-emotional skills, and support children with challenging behavior.

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Info & Resources > CDSS Programs > Community Care Licensing

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Denying Kids Head Start?

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early childhood development milestones - Google Search

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This publication discusses laws that designate the groups of professionals that are required to report cases of suspected child abuse and neglect. It also addresses reporting by other persons, the responsibilities of institutions in making reports, standards for making a report, and confidentiality of the reporter's identity. This publication presents a general overview of this aspect of child welfare law. Summaries of laws on this topic for all individual States and U.S. territories are available from the Statutes Search page.

Suggested Citation: Child Welfare Information Gateway. (2019). Mandatory reporters of child abuse and neglect. Washington, DC: U.S. Department of Health and Human Services, Children's Bureau.

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway.

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Mandatory Reporters of Child Abuse and Neglect

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This factsheet discusses laws that designate the groups of professionals that are required to report cases of suspected child abuse and neglect. It also addresses reporting by other persons, the responsibilities of institutions in making reports, standards for making a report, and confidentiality of the reporter's identity.

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Info & Resources > CDSS Programs > Community Care Licensing > Child Care Licensing

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Asthma is a lung disease that makes breathing difficult for millions of Americans. There is no cure for asthma, but the good news is it can be managed and treated so you can live a normal, healthy life.

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Check out what is happening this month.

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Community Connect l 211 Riverside County

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Welcome to the 2-1-1 Riverside County Resource Directory

For best results, enter the type of service needed. For example, enter "emergency food", "food stamps", "emergency shelter", "counseling", "transportation", and enter the City or Zip Code. California has a new refundable credit for working families and individuals. Combined with the federal Earned Income Tax Credit, you can get up to $6,000 back from your taxes. Ask our staff for more information and how you can file for fee. It's your money, get it!"

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Search 211 Database - Community Connect l 211 Riverside County

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Welcome to the 2-1-1 Riverside County Resource Directory For best results, enter the type of service needed. For example, enter "emergency food", "food stamps", "emergency shelter", "counseling", "transportation", and enter the City or Zip Code. California has a new refundable credit for working families and individuals.

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In The News: Latest Headline In The News: Latest Headline In The News: Latest Headline Recent Posts: Test Story January 20thJanuary 20, 2017This is test ... Read More

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Esta información en español | This information in Spanish
Updated, March 2014
A legacy resource from NICHCY

If you're concerned about the development of an infant or toddler, or you suspect that a little one has a disability, this page will summarize one terrific source of help-the early intervention system in your state. Early intervention services can help infants and toddlers with disabilities or delays to learn many key skills and catch up in their development. There's a lot to know about early intervention. We present the "basics" here to get you started.

What is early intervention?

Early intervention is a system of services that helps babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as:

physical (reaching, rolling, crawling, and walking);

cognitive (thinking, learning, solving problems);

communication (talking, listening, understanding);

social/emotional (playing, feeling secure and happy); and

self-help (eating, dressing).

Examples of early intervention services | If an infant or toddler has a disability or a developmental delay in one or more of these developmental areas, that child will likely be eligible for early intervention services. Those services will be tailored to meet the child's individual needs and may include:

Assistive technology (devices a child might need)

Audiology or hearing services

Speech and language services

Counseling and training for a family

Medical services

Nursing services

Nutrition services

Occupational therapy

Physical therapy

Psychological services

Services may also be provided to address the needs and priorities of the child's family. Family-directed services are meant to help family members understand the special needs of their child and how to enhance his or her development.

Authorized by law | Early intervention is available in every state and territory of the United States. The Individuals with Disabilities Education Act (IDEA) requires it-Part C of IDEA, to be precise. That's why you'll sometimes hear early intervention referred to as Part C.

Who's eligible for early intervention?

Early intervention is intended for infants and toddlers who have a developmental delay or disability. Eligibility is determined by evaluating the child (with parents' consent) to see if the little one does, in fact, have a delay in development or a disability. Eligible children can receive early intervention services from birth through the third birthday (and sometimes beyond).

For some children, from birth | Sometimes it is known from the moment a child is born that early intervention services will be essential in helping the child grow and develop. Often this is so for children who are diagnosed at birth with a specific condition or who experience significant prematurity, very low birth weight, illness, or surgery soon after being born. Even before heading home from the hospital, this child's parents may be given a to their local early intervention office.

For others, because of delays in development | Some children have a relatively routine entry into the world, but may develop more slowly than others, experience set backs, or develop in ways that seem very different from other children. For these children, a visit with a developmental pediatrician and a thorough evaluation may lead to an early intervention referral.

Parents don't have to wait for a referral to early intervention, however. If you're concerned about your child's development, you may contact your local program directly and ask to have your child evaluated. That evaluation is provided free of charge. If you're not sure how to locate the early intervention program in your community-keep reading. We give that information a bit further down the page.

However a child comes to be referred, evaluated, and determined eligible, early intervention services provide vital support so that children with developmental needs can thrive and grow.

What's a developmental delay?

The term "developmental delay" is an important one in early intervention. Broadly speaking, it means that a child is delayed in some area of development. There are five areas in which development may be affected:

Cognitive development

Physical development, including vision and hearing

Communication development

Social or emotional development

Adaptive development

Developmental milestones | Think of all the baby skills that can fall under any one of those developmental areas! Babies and toddlers have a lot of new skills to learn, so it's always of concern when a child's development seems slow or more difficult than would normally be expected. Our developmental milestones page outlines some of the typical skills that babies and toddlers learn by certain ages. It's a good resource to consult if you're concerned that a child may have a developmental delay.

Definition of "developmental delay" | Part C of IDEA defines the term "developmental delay." But the meaning of the term varies from state to state, because each state defines the term for itself, including:

describing the evaluation and assessment procedures that will be used to measure a child's development in each of the five developmental areas; and

specifying the level of delay in functioning (or other comparable criteria) that constitutes a developmental delay in each of the five developmental areas.

What's your state's definition? | Clearly, it's important to know how your state defines "developmental delay." Find out more about that definition by visiting the Early Childhood Technical Assistance Center, otherwise known as the ECTA Center, at:
http://www.nectac.org/~pdfs/topics/earlyid/partc_elig_table.pdf

Read more about developmental delay | We also offer a fact sheet on developmental delay that you may find helpful in understanding the developing child, what to do if you're concerned about your own child's development, and where to turn for more information.

If you're concerned about a baby or toddler's development

It's not uncommon for parents and family members to become concerned when their beautiful baby or growing toddler doesn't seem to be developing according to the normal schedule of "baby" milestones.

"He hasn't rolled over yet."

"The little girl next door is already sitting up on her own!"

"She should be saying a few words by now."

Sound familiar? While it's true that children develop differently, at their own pace, and that the range of what's "normal" development is quite broad, it's hard not to worry and wonder.

What to do | If you think that your child is not developing at the same pace or in the same way as most children his or her age, it is often a good idea to talk first to your child's pediatrician. Explain your concerns. Tell the doctor what you have observed with your child. Your child may have a disability or a developmental delay, or he or she may be at risk of having a disability or delay.

You can also get in touch with your community's early intervention program, and ask to have your little one evaluated to see if he or she has a developmental delay or disability. This evaluation is free of charge, won't hurt your child, and looks at his or her basic skills. Based on that evaluation, your child may be eligible for early intervention services, which will be designed to address your child's special needs or delays.

How to get in touch with your community's early intervention program | There are several ways to connect with the EI program in your community. Try any of these suggestions:

Contact the Pediatrics branch in a local hospital and ask where you should call to find out about early intervention services in your area.

Ask your pediatrician for a referral to the local early intervention system.

Visit the ECTA Center's early intervention "contacts" page, at:
http://ectacenter.org/contact/ptccoord.asp

What to say to the early intervention contact person | Explain that you are concerned about your child's development. Say that you think your child may need early intervention services. Explain that you would like to have your child evaluated under Part C of IDEA.

Referral | Write down any information the contact person gives you. You will probably be referred to either your community's early intervention program or to what is known as Child Find. Child Find operates in every state to identify babies and toddlers who need early intervention services because of developmental delays or disability. You can use the Parent's Record-Keeping Worksheet to keep track of this important information. In fact, in general, it's a good idea to write down the names and phone numbers of everyone you talk to as you move through the early intervention process.

The evaluation and assessment process

Service coordinator | Once connected with either Child Find or your community's early intervention program, you'll be assigned a service coordinator who will explain the early intervention process and help you through the next steps in that process. The service coordinator will serve as your single point of contact with the early intervention system.

Screening and/or evaluation| One of the first things that will happen is that your child will be evaluated to see if, indeed, he or she has a developmental delay or disability. (In some states, there may be a preliminary step called to see if there's cause to suspect that a baby or toddler has a disability or developmental delay.) The family's service coordinator will explain what's involved in the screening and/or evaluation and ask for your permission to proceed. You must provide your written consent before screening and/or evaluation may take place.

The evaluation group will be made up of qualified people who have different areas of training and experience. Together, they know about children's speech and language skills, physical abilities, hearing and vision, and other important areas of development. They know how to work with children, even very young ones, to discover if a child has a problem or is developing within normal ranges. Group members may evaluate your child together or individually. As part of the evaluation, the team will observe your child, ask your child to do things, talk to you and your child, and use other methods to gather information. These procedures will help the team find out how your child functions in the five areas of development.

Exceptions for diagnosed physical or mental conditions | It's important to note that an evaluation of your child won't be necessary if he or she is automatically eligible due to a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay. Such conditions include but aren't limited to chromosomal abnormalities; genetic or congenital disorders; sensory impairments; inborn errors of metabolism; disorders reflecting disturbance of the development of the nervous system; congenital infections; severe attachment disorders; and disorders secondary to exposure to toxic substances, including fetal alcohol syndrome. Many states have policies that further specify what conditions automatically qualify an infant or toddler for early intervention (e.g., Down syndrome, Fragile X syndrome).

Determining eligibility | The results of the evaluation will be used to determine your child's eligibility for early intervention services. You and a team of professionals will meet and review all of the data, results, and reports. The people on the team will talk with you about whether your child meets the criteria under IDEA and state policy for having a developmental delay, a diagnosed physical or mental condition, or being at risk for having a substantial delay. If so, your child is generally found to be eligible for services.

Initial assessment of the child | With parental consent, indepth assessment must now be conducted to determine your child's unique needs and the early intervention services appropriate to address those needs. Initial assessment will include reviewing the results of the evaluation, personal observation of your child, and identifying his or her needs in each developmental area.

Initial assessment of the family | With approval of the family members involved, assessments of family members are also conducted to identify the resources, concerns, and priorities of the family related to enhancing the development of your child. The family-directed assessment is voluntary on the part of each family member participating in the assessment and is based on information gathered through an assessment tool and also through an interview with those family members who elect to participate.

Who pays for all this? | Under IDEA, evaluations and assessments are provided at no cost to parents. They are funded by state and federal monies.

Writing the IFSP

Having collected a great deal of information about your child and family, it's now possible for the team (including you as parents) to sit down and write anindividualized plan of action for your child and family. This plan is called the Individualized Family Service Plan, or IFSP. It is a very important document, and you, as parents, are important members of the team that develops it. Each state has specific guidelines for the IFSP. Your service coordinator can explain what the IFSP guidelines are in your state.

Guiding principles | The IFSP is a written document that, among other things, outlines the early intervention services that your child and family will receive. One guiding principal of the IFSP is that the family is a child's greatest resource, that a young child's needs are closely tied to the needs of his or her family. The best way to support children and meet their needs is to support and build upon the individual strengths of their family. So, the IFSP is a whole family plan with the parents as major contributors in its development. Involvement of other team members will depend on what the child needs. These other team members could come from several agencies and may include medical people, therapists, child development specialists, social workers, and others.

What info is included in an IFSP? | Your child's IFSP must include the following:

Your child's present physical, cognitive, communication, social/emotional, and adaptive development levels and needs

Family information (with your agreement), including the resources, priorities, and concerns of you, as parents, and other family members closely involved with the child

The major results or outcomes expected to be achieved for your child and family

The specific services your child will be receiving

Where in the natural environment (e.g., home, community) the services will be provided (if the services will not be provided in the natural environment, the IFSP must include a statement justifying why not)

When and where your son or daughter will receive services

The number of days or sessions he or she will receive each service and how long each session will last

Who will pay for the services

The name of the service coordinator overseeing the implementation of the IFSP

The steps to be taken to support your child's transition out of early intervention and into another program when the time comes.

The IFSP may also identify services your family may be interested in, such as financial information or information about raising a child with a disability.

Informed parental consent | The IFSP must be fully explained to you, the parents, and your suggestions must be considered. You must give written consent for each service to be provided. If you do not give your consent in writing, your child will not receive that service.

Reviewing and updating the IFSP | The IFSP is reviewed every six months and is updated at least once a year. This takes into account that children can learn, grow, and change quickly in just a short period of time.

Timeframes for all this

When the early intervention system receives a referral about a child with a suspected disability or developmental delay, a time clock starts running. Within 45 days, the early intervention system must complete the critical steps discussed thus far:

screening (if used in the state),

initial evaluation of the child,

initial assessments of the child and family, and

writing the IFSP (if the child has been found eligible).

That's a tall order, but important, given how quickly children grow and change. When a baby or toddler has developmental issues, they need to be addressed as soon as possible. So-45 days, that's the timeframe from referral to completion of the IFSP for an eligible child.

Who pays for the services?

Whether or not you, as parents, will have to pay for any services for your child depends on the policies of your state. Check with your service coordinator. Your state's system of payments must be available in writing and given to you, so there are no surprises or unexpected bills later.

What's free to families | Under Part C of IDEA, the following services must be provided at no cost to families:

Child Find services;

evaluations and assessments;

the development and review of the IFSP; and

service coordination.

When services are not free | Depending on your state's policies, you may have to pay for certain other services. You may be charged a "sliding-scale" fee, meaning the fees are based on what you earn. Some services may be covered by your health insurance, by Medicaid, or by Indian Health Services. The Part C system may ask for your permission to access your public or private insurance in order to pay for the early intervention services your child receives. In most cases, the early intervention system may not use your health care insurance (private or public) without your express, written consent. If you do not give such consent, the system may not limit or deny you or your child services.

Every effort is made to provide services to all infants and toddlers who need help, regardless of family income. Services cannot be denied to a child just because his or her family is not able to pay for them.
Would you like to visit another page in the Early Intervention Suite of pages?

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Esta información en español | This information in Spanish Updated, March 2014 A legacy resource from NICHCY If you're concerned about the development of an infant or toddler, or you suspect that a little one has a disability, this page will summarize one terrific source of help-the early intervention system in your state.

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Housing Authority of the County of Riverside > Tenant > If You are Disabled

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.

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The Office of Head Start (OHS) helps young children from low-income families prepare to succeed in school through local programs. Head Start and Early Head Start programs promote children's development through services that support early learning, health, and family well-being.

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The HighScope Preschool Curriculum is based on the principles of active learning and support of a child's positive interactions with adults and peers. Longitudinal studies show that the HighScope Preschool Curriculum promotes children's development and provides lasting benefits into adulthood.

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Head Start ASQ Age Calculator

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This function calculates a child's age and indicates the ASQ-3 and ASQ:SE-2 questionnaire intervals.

To use, enter the questionnaire administration date, the child's birth date, and the number of weeks premature.

To determine weeks premature, subtract the child's gestational age when born from 39 weeks (full-term pregnancy). You may also subtract from 38 or 40 weeks if that is your program's definition of full-term.

Click Calculate.

If you are still using the first edition of ASQ:SE, you can use this calculator to determine the child's age. Then, refer to the ASQ:SE age administration chart to select the appropriate questionnaire interval.

For additional help or questions, please complete the ASQ Calculator Technical Support Form.

This function calculates an adjusted score for an ASQ questionnaire when items are missing. Adjusted scores do not penalize children for unanswered items.

To use, choose the screener (ASQ-3 or ASQ:SE-2) and enter the total score and number of items missing. For ASQ:SE-2 questionnaires, enter the questionnaire interval. Click Calculate.

ASQ-3 areas cannot be scored if more than two items are missing. ASQ:SE-2 questionnaires cannot be scored if more than three items are missing.
If you are still using the first edition of ASQ:SE, you cannot use this calculator to determine adjusted scores. Please refer to page 40 in the ASQ:SE User's Guide for instructions.
For additional help or questions, please complete the ASQ Calculator Technical Support Form.

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This function calculates a child's age and indicates the ASQ-3 and ASQ:SE-2 questionnaire intervals. To use, enter the questionnaire administration date, the child's birth date, and the number of weeks premature. To determine weeks premature, subtract the child's gestational age when born from 39 weeks (full-term pregnancy).

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From NICHCY's series of model letters...because sometimes
you need to communicate with the school
about your child's education.

3rd edition, January 2011

This short publication comes from a much longer Parent's Guide that focuses on communicating with your child's school via letter writing. There are times when you, as a parent, may want to communicate in writing with your child's school about some problem or concern with your child's education or well-being. Because the Parent's Guide is so long, we decided it would be more convenient to our readers if each of the letters discussed in the guide was also available separately, to make reading and printing individual letters easier.
This page presents a model letter or email you might write the school to ask that your child be evaluated to see if he or she has a disability and is eligible to receive special education and related services.
Discussion
When would I request an evaluation for special education services?
If your child has been consistently struggling in school, his or her problems may be due to a disability. If the school thinks your child may have a disability, they will contact you to request your written permission to evaluate your child. Under the IDEA (the nation's special education law), you also have the right to ask the school to evaluate your child. The purpose of the evaluation is to see if he or she has a disability and needs special education services. This evaluation is free of charge.

For more information on evaluation, see NICHCY's publication, Your Child's Evaluation, or visit our evaluation pages online, at: http://www.parentcenterhub.org/repository/evaluation/

If your child has been identified by your doctor or other professionals as having a disability, you will want to include this information in your letter to the school. You should also provide copies of any reports you have received that explain your child's condition.

If you decide to write the school and ask that your child be evaluated, the model letter below provides an example of what you may want to say.

General letter-writing tips

When writing any business letter, it is important to keep it short and to the point. First, start by asking yourself the following questions and state the answers in your letter:

Why am I writing?

What are my specific concerns?

What are my questions?

What would I like the person to do about this situation?

What sort of response do I want: a letter, a meeting, a phone call, or something else?

Each letter you write should include the following basic information:

Put the date on your letter.

Give your child's full name and the name of your child's main teacher or current class placement.

Say what you want, rather than what you don't want. Keep it simple.

Give your address and a daytime phone number where you can be reached.

Always end your letter with a "thank you."

What are some other tips to keep in mind?

You want to make a good impression so that the person reading your letter will understand your request and say "yes." Remember, this person may not know you, your child, or your child's situation. Keep the tone of your letter pleasant and businesslike. Give the facts without letting anger, frustration, blame, or other negative emotions creep in. Some letter-writing tips include:

After you write your first draft, put the letter aside for a day or two. Then look at it again and revise it with fresh eyes.

Read your letter as though you are the person receiving it. Is your request clear? Have you included the important facts? Does your letter ramble on and on? Is it likely to offend, or is the tone businesslike?

Have someone else read your letter for you. Is your reason for writing clear? Can the reader tell what you are asking for? Would the reader say "yes" if he or she received this letter? Can your letter be improved?

Use spell check and grammar check on the computer. Or ask someone reliable to edit your letter before you send it.

Keep a copy for your records.

Today's Date (include month, day, and year)

Your Name
Street Address
City, State, Zip Code
Daytime telephone number

Name of Principal or Special Education Administrator
Name of School
Street Address
City, State, Zip Code

Dear (person's name),

I am writing to request that my son/daughter, (child's name), be evaluated for special education services. I am worried that (child's name) is not doing well in school and believe he/she may need special services in order to learn. (Child's name) is in the ( _ ) grade at (name of school). (Teacher's name) is his/her teacher.

Specifically, I am worried, because (child's name) does/does not (give a few direct examples of your child's problems at school).

We have tried the following to help (child's name): (If you or the school have done anything extra to help your child, briefly state it here).

I understand that I have to give written permission in order for (child's name) to be evaluated. Before the evaluation begins, I have some questions about the process that I need to have answered (list any questions you may have). I would be happy to talk with you about (child's name). You can send me information or call me during the day at (daytime telephone number). Thank you for your prompt attention to my request.

Sincerely,

Your name

cc: your child's principal (if letter is addressed to an administrator)
your child's teacher(s)

Note: If your child has been identified as having a disability by professionals outside the school system, add the following sentence to the end of the first paragraph: "(Child's name) has been identified as having (name of disability) by (name of professional). Enclosed is a copy of the report(s) I have received that explains (child's name) condition."

Note: The "cc:" at the bottom of the letter means you are sending a copy of your letter to the people listed after the cc.

Would you like to read another letter?

Requesting an evaluation for special education services
(you're already here)

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Requesting an Initial Evaluation for Special Education Services

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From NICHCY's series of model letters...because sometimes you need to communicate with the school about your child's education. 3rd edition, January 2011 This short publication comes from a much longer Parent's Guide that focuses on communicating with your child's school via letter writing.

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Introduction to Head Start Center for Inclusion
A variety of resources that support early childhood educators to ensure that children with disabilities can participate as full members of their learning communities.

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Rectangle Introduction to Head Start Center for Inclusion A variety of resources that support early childhood educators to ensure that children with disabilities can participate as full members of their learning communities.

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Riverside County SELPA is committed to meeting the unique needs of each student, their parents, and the educational professionals who support them. We value the family-student connection and provide resources that promote a collaborative spirit.

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Riverside County SELPA is committed to meeting the unique needs of each student, their parents, and the educational professionals who support them. We value the family-student connection and provide resources that promote a collaborative spirit.

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CDC Positive Parenting Tips - preschoolers-3-5-w-npa

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Head Start programs have a proven track record when it comes to boosting the health and outlook of low-income young children. But is it coming at an unacknowledged cost? Results from a first-of-its-kind new survey out this week from researchers at Temple University suggest that the health and well-being of the adults tasked with carrying out the program is significantly worse than that of otherwise similar peers.

The survey, which drew upon more than 2,000 Head Start female staffers (most of the program's employees are women) in Pennsylvania, found that employees were more likely to suffer from mental and physical health ailments than other women of similar demographic backgrounds.

Those surveyed were asked to anonymously report on a number of stress-related health problems, including obesity, asthma, hypertension, diabetes, severe headaches and migraines, and lower back pain.

While a little less than a quarter of Head Start respondents said they had none of these health conditions, nearly 22 percent said they had three or more. Compare that to national statistics of demographically similar women, in which 35 percent report having none of the ailments and nearly 13 percent report three or more of the conditions.

Among the Head Start employees, about 32 percent reported severe headaches or migraines, 37 percent lower back pain, and 37 percent obesity.

More than 28 percent of staff reported their physical or mental health was "not good" on 14 or more days over the past month. That's compared to less than 15 percent in the national comparison group.

Head Start staffers also appear to suffer from a higher incidence of mental health problems. "In our study, 24.4 percent of Head Start staff had clinically significant depressive symptoms," the report states, about 6 percent higher than national statistics.

Nearly 15 percent of Head Start respondents described their overall health status as "fair or poor."

But access to health care isn't among the problems recorded by the survey. "Nearly all Head Start staff reported having health insurance and a personal doctor, a greater percentage than in the national sample," the report notes.

The survey, led by Dr. Robert C. Whitaker, was voluntary and included employees from 66 of Pennsylvania's 91 Head Start and Early Head Start programs. Within the participating programs, more than 65 percent of staffers completed the web-based questions.

Nationally, the federally funded Head Start and Early Head Start programs employ more than 200,000 staffers and work with nearly 1 million low-income children and families.

The most obvious concern raised by the findings is that many Head Start staffers appear to be of poor health, struggling with multiple chronic mental and physical health conditions. But the survey also raises questions of efficacy: If a substantial portion of Head Start employees aren't at their best, that could dampen the efficacy of the Head Start program as a whole. As the report's authors write:
Symptoms of depression in early childhood staff are associated with lower sensitivity and increased withdrawal in adult-child interactions. Staff's symptoms of depression may also interfere with the development of healthy self-regulation in children, which could affect school readiness.
But why are some Head Start employees, or at least those surveyed in participating Pennsylvania programs, not doing very well? The report points to stressful, poorly paid work that doesn't get much respect: "Head Start staff have relatively low wages and social standing and often work under stressful circumstances."

But the researchers also suggest that working with behaviorally challenged poor kids takes a toll on the staff, which can then in turn impact their effectiveness.
Many children in Head Start have multiple social risks, which can contribute to poor self-regulation and disruptive behaviors that interfere with learning and place emotional demands on staff.
So what might be done to improve the well-being of Head Start employees?

One idea offered is the use of "mindfulness-based stress-reduction techniques." (As the New York Times noted last Sunday, "mindfulness" is one of those buzzwords that is fast approaching cultural saturation at the moment.) Such techniques typically involve using meditation practices to focus attention, improve relaxation, and lessen physical and mental suffering.

"Such approaches have already been applied in other professions, such as health care, public safety, and social work, in which high demands are placed on staff who must be physically and mentally well to serve others," the Temple report says.

Worksite wellness models are another potential option, the report notes.

The report doesn't venture into the more political terrain of urging salary hikes, but it does take note of Head Start's average salary, which hardly seems conducive to overall well-being:

"[A]ll salaries in Head Start are relatively low, with the average Head Start teacher in Pennsylvania earning approximately $26,000 a year."
Related Stories: When It Comes to Making Preschool Work, Quality is Key Obesity rates drop for poor preschoolers, but race disparities persist Grandparents Face Financial Woes in Raising Grandkids

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In Head Start, Some Adults Aren't Alright

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Head Start programs have a proven track record when it comes to boosting the health and outlook of low-income young children. But is it coming at an unacknowledged cost? Results from a first-of-its-kind new survey out this week from researchers at Temple University suggest that the health and well-being of the adults tasked with carrying out the program is significantly worse than that of otherwise similar peers.

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School District Locator - Riverside County Office of Education

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Use our interactive map to find the Riverside County School District that serves your students: Enter your address in the search box of the school district locator, or use the mouse to zoom... Read More "

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Local Control Funding Formula Database | EdSource

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A non-profit journalism website reporting on key education issues in California and beyond.

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A Multi-Tiered System of Supports (MTSS) is a systemic, continuous improvement framework in which data-based problem-solving and decision making is practiced across all levels of the educational system for supporting students. The framework of MTSS is a "way of doing business" which utilizes high quality evidence-based instruction, intervention, and assessment practices to ensure that every student receives the appropriate level of support to be successful. A Multi-Tiered System of Supports helps schools and districts to organize resources through alignment of academic standards and behavioral expectations, implemented with fidelity and sustained over time, in order to accelerate the performance of every student to achieve and/or exceed proficiency.
Source: www.cde.state.co.us/mtss/whatismtss General Resources: National Resources: California Resources: Video Resources: Positive Behavior Interventions and Support (PBIS) Resources: Universal Screening Tools:
For information on PBIS, please contact:
Lynn Figurate
Administrator
lfigurate@rcoe.us
(951) 826-6304

For information on DIBELS, please contact:
Naomi Purcell
Administrator
npurcell@rcoe.us
(951) 826-6304

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Multi-Tiered System of Supports (MTSS) - Educational Services

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A Multi-Tiered System of Supports (MTSS) is a systemic, continuous improvement framework in which data-based problem-solving and decision making is practiced across all levels of the educational system for supporting students. The framework of MTSS is a "way of doing business" which utilizes high quality evidence-based instruction, intervention, and assessment practices to ensure that every student receives the appropriate level of support to be successful.

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MTSS Components - Multi-Tiered System of Supports (CA Dept of Education)

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Core Components of California's Multi-Tiered System of Supports (MTSS).