Technical Assistance
Child Find

Finding the children who need special education and related services is a basic function of the special education system. Without an effective child find process in place, the structure of the entire system is compromised.

34 CFR 300.111 (a)(1) – The State must have in effect policies and procedures to ensure that – (i) All children with disabilities residing in the State, including children with disabilities who are homeless or are wards of the State, and children with disabilities attending private schools, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated.

Technical assistance resources on this page include research, articles, tools, templates, technical assistance centers, and Web sites. An overview (PPT) of the two State Performance Plan indicators related to Child Find is also provided.
(Note: Use of the resources included on this site does not guarantee that the district’s performance or determination status under section 616(d), will improve for the next reporting period.)

Timely Initial Evaluations (Indicator 11)

• Initial Evaluation and Washington State Reporting Requirements (OSPI, 3/08) (PPT) - This mini-training highlights IDEA 2004 mandates with respect to initial evaluations and reporting requirements. The presentation focuses on the purposes of evaluation, requesting an evaluation, parent consent, keys points of the initial evaluation, SPP/APR Indicators (11 & 12), and required Washington State Report Forms.
• Indicator 11/12 reporting - Q&A (OSPI, 11/08) (Word)  - This document contains actual questions and scenarios submitted by school district or record system staff related to data collection from Part C to Part B, initial evaluations, and Part C to Part B timelines.

Early Childhood Transition (Indicator 12)

• Data Collection Changes Related to Indicator 12 Data Reporting Template, effective July 1, 2010 (OSPI, 5/10) -This webinar and Power Point were developed by OSPI to outline the required changes in data collection for Indicator 12.
• OSEP Early Childhood Transition Frequently Asked Question document (OSEP, 12/1/09 PDF) – This question and answer document was created by the Office of Special Education Programs to provide guidance related to children transitioning from IDEA Part C to IDEA Part B programs.
• Overview of IDEA Part C and Part B Transition Requirements (OSPI, 8/09) – This Power Point illustrates the required components of each step in the transition timeline when a child exits the early intervention program and begins the early childhood special education program at age three.
• Local Corrective Action Plan (NECTAC, 3/08, PDF) - This document has been developed by the National Early Childhood Technical Assistance Center (NECTAC) to assist school districts in collecting valid and reliable data to determine contributing factors of noncompliance, specific to Indicators 11, 12 and 15.
• What to Do: District Requirements for Children Transitioning from Part C to Part B programs (OSPI, 8/09, PDF) – This one page handout summarizes the Part C to Part B transition steps for school districts.
• OSPI Early Childhood Special Education Web site - The website contains a variety of resources related to children transitioning from Part C early intervention to Part B early childhood special education programs.
• Indicator 11/12 reporting - Q&A (OSPI, 11/08, Word) - This document contains actual questions and scenarios submitted by school district or record system staff related to data collection from Part C to Part B, initial evaluations, and Part C to Part B timelines.