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From YouTube: 2) Child Find
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A
Child
find
activities
include
all
students,
highly
mobile
children,
all
children
with
disabilities
and
students
placed
in
private
and
religious
schools
by
their
parents.
Children
from
birth
to
age
three
may
be
eligible
for
early
intervention
if
the
child
is
experiencing
development
delays
or
if
the
child
has
a
physical
or
mental
condition
that
has
a
high
probability
of
resulting
in
developmental
delay.
If
found
eligible
with
a
twenty-five
percent
or
more
delay
in
any
of
these
areas,
the
child
will
be
provided
services
through
an
individual,
Family,
Service,
Plan
or
IFSP.
A
Collaborative
decision-making
provides
a
framework
for
educators,
parents
and
community
representatives
to
solve
problems
and
support
student
achievement
and
educational
success.
It
is
a
proactive
approach
that
emphasizes
early
intervention,
research-based
practices
collaborative
teaming
and
ongoing
progress
monitoring.
A
Some
students
may
experience
behavioral
concerns
that
interfere
with
the
learning
process.
Following
a
functional
behavioral
assessment,
the
team
will
develop
a
structured
behavior
intervention
plan
if
your
child
is
continuing
to
exhibit
learning
difficulties
after
early
intervention
and
supports
have
been
implemented
and
an
educational
disability
is
suspected,
the
child
can
be
referred
to
the
special
education
team
to
determine
eligibility
for
services.
B
The
purpose
of
our
meeting
here
today
is
to
look
at
some
data
to
review
some
data
concerning
your
child
christian,
because
we
suspect
some
sort
of
possible
disability
and
we
he
was
referred
to
us.
I
do
to
some
possibly
academic
concerns
in
the
areas
of
mathematics
and
his
written
expression.
I
have
a
parental
rights
brooklet
here,
for
you
all
to
take
a
look
at
it's
the
maryland
procedural
safeguards
notice.
You
don't
have
to
look
at
it
right
now,
but
when
you
get
a
chance
at
home,
take
a
look
at
it
thumb
through
it,
mr.
B
Ramirez
and
you
and
your
wife-
and
you
can
discuss
it
if
you
have
any
questions
later
on,
feel
free
to
call
us
back
and
at
any
time
during
this
meeting,
are
your
free
to
ask
any
questions.
I
know
a
lot
of
times,
acronyms
are
used
or-
and
you
may
not
understand,
but
that's
okay.
That
happens
quite
often.
The
purpose
here,
basically,
is.
We
are
all
here
as
a
team
and
we're
here
to
assist
in
making
sure
that
Christian
is
the
best
academic
academic
student
possible
we'd,
like
everyone
at
this
point,
to
introduce
themselves
I'm.
D
A
We
can
begin
note
the
active
participation
from
all
team
members,
including
the
students
parents.
There
are
two
possible
outcomes
from
an
IEP.
A
the
team
may
determine
that,
after
a
view
of
the
information,
no
educational
disability
is
suspected
and
no
additional
information
is
needed.
The
second
outcome
may
be
that
the
team
determines
additional
information
is
needed
to
determine
eligibility.
In
this
case,
a
student
evaluation
plan
or
SCP
would
be
developed.
The
IEP
team
members
who
will
conduct
the
evaluations
discuss
the
areas
they
will
assess
and
what
information
they
are
seeking
from
their
evaluation.
A
E
She
saw
was
that
he
was
he
was
struggling
at
that
point.
He
had
wasn't
able
to
independently
complete
the
assignment,
and
while
there
was
a
writing
portion
of
it,
he
really
struggled
there.
I
did
go
over
to
him
at
that
point
and
he
shared
verbally
with
some
hesitations
again
but
was
able
to
get
his
ideas
out
and
then
I
recorded
them
for
him.
So
she
saw
the
same
types
of
behaviors
when
she
came
in
to
observe.
C
A
A
After
completion
of
standardized
assessment,
the
IEP
team
reconvenes
to
consider
the
results
of
the
recommended
assessments
and
determine
eligibility
for
special
education
services,
each
evaluator
discusses
the
results
of
their
formal
standardized
assessment
based
on
these
assessments,
classroom
performance,
curriculum
evaluation
and
other
relevant
information.
The
team
determines
eligibility
for
special
education
services
and.
C
He
scored
in
the
below
average
range
in
the
area
of
mathematics
and
he
scored
just
a
teeny
weeny
bit
better
in
the
area
of
math
fluency,
so
he
doesn't
really
seem
to
have
as
yet
mastered
the
basic
facts
like
so
so
that
kind
of
impedes
him
a
bit
he
did
have.
He
has
the
ability
to
count.
He
has
the
ability
to
demonstrate
comparing
numerals,
he
could
add
and
subtract
when
he
had
manipulatives
in
his
hands.
He
was
able
to
do
some
activities
and
problems
involving
time
and
money
so
that
those
are
all
strengths.
C
Those
are
wonderful
things
that
he
seems
to
have
doubt
what
he
does
have
difficulty
with
is
measuring
using
a
ruler
looking
at
at
bar
graphs
and
pie
charts
when
we're
doing
representational
math.
He
had
difficulty
in
general
with
widgets
word
problems.
So
word,
problems
are
when
we
it's
a
story,
we
tell
a
little
story
and
they
have
to
solve
it
using
the
mathematical
strategy,
so
he
has
to
find
out
what
is
it
that
they're
asking?
What
operation
are
we
going
to
use
to
solve
that
problem
and
then
solve
it?
C
So
he
did
have
some
difficulties
with
that
when
we
were
doing
a
timed
tests
for
for
addition
and
subtraction,
he
was
fluent
with
that.
He
was
able
to
do
that.
He
had
some
difficulty,
subtracting
and
multiplying
both
with
fluency
and
accuracy.
I
didn't
sometimes
he
seemed
to
mess
up
and
sometimes
add
when
he
should
have
subtracted.
He
just
mix
up
those
things
you
get
into
a
groove
and
you
just
keep
going
so
he
had
a
little
bit
of
struggle
with
that.
He
he
doesn't
seen
yet
to
have
mastered
place
value
with
addition
and
subtraction.
C
So
two
and
three
digits
those
big
numbers
he
has
them.
He
has
some
difficulty
with
that
its
third
grade.
It's
it's
challenging
it.
He
needs
to
to
just
keep
working
on
that
and
once
I
think
he
gets
some
of
those
basic
facts
going
that
should
be
of
all
right
in
the
area
of
written
language.
He
he
had
a
great
deal
of
difficulty,
combining
words
to
make
sentences.
He
just
he
seems
to
struggle
in
this
area
may
be
taking
his
thoughts
and
bringing
them
down
and
putting
them
into
a
coherent
sentence.
He
was
able.
C
C
His
standard
scores
were,
in
the
average
rains
for
just
knowing
the
ability
to
write
his
alphabet.
Math
fluency
was
average.
His
score
was
in
the
very
poor
range
in
the
sentence,
composition
area,
which
we've
talked
about,
and
he
was
in
the
below
average
range
in
the
different
areas
of
numerical
operations,
spelling
written
expression
and
fluency.
It's
following
everything
that
mrs.
McLeish
was
saying
that
he
did
in
the
classroom.
So
it's
good
that
we
brought
him
up,
because
this
is
where
his
area
of
ability
is.
Do
you
have
any
questions
or
comments
about
that?
C
E
He
was
observed
in
my
classroom
as
well
as
we
had
shared
with
you.
Not
only
did
we
want
to
see
how
he
did
in
the
testing,
but
we
want
somebody
else
to
come
in
and
see
how
he
was
doing
in
the
classroom
with
these
skills
and
he
was
able
to
read
the
poem
out
loud
and
was
able
to
discuss
in
a
large
group
a
little
bit
about
the
theme,
but
then,
when
he
was
sent
off
to
complete
a
written
test,
that's
when
they
saw
that
he
had
more
difficulties.
The
spelling
was
a
little
bit
difficult.
E
E
Then
they
also
watched
him
in
math
was
a
problem-solving
activity
that
they
actually
saw
in
a
group,
and
he
did
not
participate
a
whole
lot.
At
that
point,
it
was
pretty
withdrawn
and
quiet
seemed
somewhat
uncertain
as
to
how
to
proceed
with
the
problem
solving
process
and
getting
his
ideas
out
verbally
to
share
with
the
group
any
questions
about
what
was
seen
in
the
classroom
pretty
similar
to
what
we
had
talked
about.
G
E
D
He
get
his
thoughts
out.
Can
he
speak
expressively
and
it
looks
at
three
different
areas?
The
first
area
looks
at
the
frequency
of
the
times
that
he
stops.
In
other
words,
how
often
does
a
stuttering
event
occur?
Is
he
repeating
sounds
as
he
repeating
words
as
he
repeating
whole
phrases?
The
second
piece
looks
at
the
duration.
If
he
is
repeating
a
sound
son,
how
often
is
he
doing
that
and
how
long
does
it
take?
Is
he
holding
it
for
two
seconds?
Is
he
holding
it
for
five
seconds?
D
F
Really
was
he's
a
wonderful
sense
of
humor
and
he
was
very
cooperative
when,
when
we
worked
together,
so
I
really
enjoyed
spending
some
time
with
him.
The
first
thing
I
did
actually
before
I,
went
and
actually
met.
Christian
was
I,
went
into
the
classroom
and
I
did
a
classroom
observation
and
I
was
looking
for
how
focused
he
was.
Was
he
completing
his
work?
F
How
was
he
completing
his
work
and
what
I
noticed
for
Christian
was
a
lot
of
the
times
he
would
be
called
on
to
answer.
He
wasn't
necessarily
very
sure
of
his
answer
during
math
class,
a
lot
of
times,
for
instance.
He
would
give
one
off
of
the
answer.
Super
instance.
If
the
answer
was
supposed
to
be
24,
he
might
say
23
or
he
might
say
25,
so
just
trying
to
get
the
accuracy
of
that.
That
math
fact
was
a
problem
for
him
and
I.
Think
that's
something
that
we.
F
Well,
for
one
question:
he
did
have
to
speak
and
that
could
have
benefactor
the
other
question.
He
was
actually
drawing
pictures
on
a
board
to
represent
the
numbers
and
even
then
even
he
was
making
the
drawing.
He
was
one
off
that's
when
the
answer
was
supposed
to
be
24
and
he
had
23.
So
we
can
see
that
that
automaticity
of
getting
that
answer
is
still
something
that
he's
working
on.
C
Something
I
noticed
during
during
testing.
Is
he
did
he
scanned
the
room?
He
was
looking
for
environmental
cues
in
the
classroom.
He
has
multiplication
charts.
He
has.
He
has
word
letter.
He
has
the
letters
up
there
and
he
has
the
sounds,
and
he
knows
how
to
make
that
connection,
but
in
the
room
where
I
assess
them.
E
F
C
B
F
Have
any
questions
about
that
p
so
far,
what
I
did
I
actually
worked
with
Christian
two
times
outside
of
the
classroom,
I
polled
and
he
came
and
worked
with
me.
I
neva
thinking
a
reasoning
test
or
an
IQ
test,
and
that
was
again
looking
at
different
sets
of
skills
that
he
has
now.
When
I
give
this
test.
There
are
four
areas
that
I
look
at
and
usually
it
makes
an
overall
score
for
christian
on
this
test.
I
the
overall
score
isn't
really
a
good
picture
of
what
he
can
do.
F
F
F
A
There
is
a
very
important
discussion
that
takes
place
once
the
data
is
reviewed
as
part
of
an
initial
eligibility
determination.
The
team
first
has
to
identify
whether
your
child
meets
the
definition
of
one
of
the
eligibility
categories.
Then
the
team
must
identify
an
area
or
areas
of
impact
from
the
disability.
A
Finally,
the
team
must
determine
whether
the
provision
of
special
education
is
needed
in
order
for
the
student
to
access
the
curriculum
and
make
meaningful
progress.
The
purpose
of
the
re-evaluation
process
is
to
determine
the
continued
existence
of
an
educational
disability
requiring
special
education
services,
determine
whether
a
different
or
additional
educational
disability
is
impacting
your
child
or
to
determine
present
levels
of
academic
achievement
and
functional
performance.