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Non-Public Schools Component

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Presentation on theme: "Non-Public Schools Component"— Presentation transcript:

1 2012-2013 Non-Public Schools Component
Presented by: Dr. Magaly C. Abrahante Dr. Eduardo M. Barreiro Mrs. Susy Ramirez Miami-Dade County Public Schools Title I Administration SBAB Auditorium April 24, 2012

2 Historical Perspective
Courts have upheld Title I provisions – Federal funds benefit the private school student rather than the school. 1997 Agostini v. Felton – No violation of Establishment Clause

3 Major Themes of NCLB. . . Equitable Funding
- Reservation of Funds (Set Asides) - Reading Coaches - Parental Involvement - American Recovery & Reinvestment Act (ARRA) sun-setting

4 Funding Collection of Poverty data Every 2 years
Proportionality Every 2 years Generate same per-pupil as public schools (Instructional) Parental Involvement Professional Development

5 Allocation Based on the number of low-income students residing in a Title I public school attendance area; and Utilize the Proportionality Method: Apply the poverty percentage for each public school attendance area to private school children who live in that area.

6 Distribution of Funds Follow the student (Non-Affiliated)
Pool the funds (Archdiocese of Miami)

7 Equitable Services to Private School Students
Timely & meaningful consultation Consultation regarding: Amount of funds generated Methods of collecting poverty data Identification/Selection of students to be served Program delivery model and Standards/Assessments Professional Development/Parental Involvement activities Use of 3rd party provider Private school officials’ certification of consultation LEA gives to SEA

8 Private School Students
Eligible Students - attend a non-profit private school; - reside in a Title I participating public school attendance area of the LEA; and - be identified by the LEA as failing or at risk of failing to meet the state standards, or other standards relevant to the private school (multiple educationally objective criteria)

9 Program Design and Service Delivery (continued)
Extended-day services Counseling programs Computer-assisted instruction Instruction using take-home computers

10 Program Design and Service Delivery
LEA can provide service directly using district personnel; or Can provide services indirectly through contracts with public and private organizations and individuals (Third Party Contractors)

11 Accountability Nonpublic school students not required to take the FCAT, however; Alternate standards are to be developed in consultation with private school officials; LEA must use some assessment measure for gauging progress; and LEA maintains title to all property purchased with Title I funds.

12 Program Evaluation Based on student achievement, program
delivery, instructional program, and services to teachers and parents; Outcome data will be used to evaluate the program and determine progress; and Recommendations will be factored into the following year’s program.

13 Program Evaluation Need roster of participants to be served and
demographic data (race, gender, grade); and Criteria used by private school must be developed in consultation;

14 Non-Public Component Staff
Dr. Eduardo M. Barreiro, District Supervisor Mrs. Susy Ramirez, Curriculum Support Specialist

15

16 Title II, Part A Teacher Training and Recruiting
Recruiting and retaining high-qualified teachers and school administrators. Providing training that contributes directly to improving both teaching performance and student achievement.

17 Major Focus Areas… Design and implementation of professional development that effectively increases individual and institutional capacity to support improved student learning while encouraging reflective practice among school administrators

18 Major Focus Areas… Provision for in-service training and follow-up services focused on improving teacher content knowledge and teaching practice in mathematics, science, reading and writing, particularly at the elementary levels, with such training being of sufficient duration and intensity so as to have a lasting impact on teaching performance and student achievement.

19 Distribution of Title II, Part A, Services
Law provides for equitable participation of private school teachers and school administrators Dollar amount of services for non-public schools must be allocated on a per pupil basis equal to that of public schools Local educational agency (District) remains in control of funds Services must be secular, neutral and non-ideological

20 A change from the past ……
A per student formula will be developed based on the amount of Title II, Part A, funds that are used for professional development in the District. The formula will be used to determine an amount of money in equitable services that will be available to non-public schools rather than participation in District PD offerings.

21 Results of Meaningful Consultation
A contract will be initiated by the District with a qualified vendor to deliver customized professional development to educators in non-public schools that meets their unique needs. The contract amount is based on the numbers of students being served in all non-public schools that have meet the eligibility requirements for participation

22 Non-public School Consortium
Archdiocesan Schools Center for the Advancement of Jewish Education – Miami Other non-public schools (approximately 10 schools)

23 Requirements of consortium
Needs assessment conducted Decisions on how & where services will be provided How the services will be assessed and how the results of the services meet the goals and intent of Title II, Part A Reporting on types, number of, and impact of services

24 Timeline A new Request for Proposal (RFP) is currently being written to identify a contractor to provide professional development services for the school year. Contract goes to School Board for required approval. Individual schools being coordinated through Archdiocese and Center for Advancement of Jewish Education.

25 In closing …… While staff in the District Professional Development Department is always willing to answer questions and/or provide guidance. Please feel free to contact Dr. Christine Master at and/or or Marion Chase at ext 2201 and/or

26 English Language Acquisition (ELA) Grant
Division of Bilingual Education and World Languages Miami-Dade County Public Schools Title III, Part A English Language Acquisition (ELA) Grant and Enhanced Instructional Opportunities for Recently Arrived Immigrant Children and Youth Grant

27 Supplementary services for non-public schools
Title III-ELA Supplementary services for non-public schools Professional Development for teachers of ELL students Bilingual Parent Outreach Program (BPOP/TPA) Supplementary Instructional materials to support English language acquisition

28 Supplementary services for non-public schools
Title III-Immigrant Supplementary services for non-public schools Culturally thematic supplementary activities Upcoming events include field trips to local museums and cultural arts centers Supplemental materials to support cultural classroom instruction BPOP/TPA

29 Eligibility Criteria for Schools
Non-public schools need to follow FLDOE State Board Rules 6A , 6A and 6A-A.0903 as it applies to identification, eligibility, programmatic and annual assessments and exiting of ELLs. A system in place to screen students upon initial entry which includes date of entry into the U.S. (immigration and legal status questions may not be asked) A state-approved instrument to assess annually the language proficiency of the students A state-approved instrument to assess annually the progress of the students in listening, speaking, reading and writing, as well as, meeting state exiting criteria

30 Continued Show evidence that they are currently providing services to their English Language Learner (ELL) and immigrant students that are above and beyond what they provide their non-ELL students Show evidence that the funds will be used to supplement and not to supplant

31 Criteria for Students Title III ELA Grant: After initial language assessment, student classified ESOL level In addition, students that have exited the program and are within the two- year monitoring period. Title III Immigrant Grant: DOE definition of Immigrant Children and Youth are: ages 3-21 were not born in any State, the District of Columbia or Puerto Rico have not been attending one or more schools in anyone or more states for more than 3 full academic years

32 Update ( ) All applications submitted by non-public schools were addressed Input was provided as to whether or not the school met eligibility criteria Invited schools who did not meet eligibility criteria to have further consultation Made ourselves available at Consultation Meetings

33 Contact Information Ms. Rosy Ugalde, Executive Director Division of Bilingual Education and World Languages Miami-Dade County Public Schools 1500 Biscayne Boulevard, Suite 341 Miami, Florida 33132 Telephone: Fax: Mr. Oscar Fragas, Title III Grant Support Telephone:

34 Division of Special Education
Meeting the Needs of all Students Individuals with Disabilities Education Act (IDEA) Each program presentation is to include: Scope of the equitable services to be provided to eligible private school children How, where, and when services will be provided The process for the non-public school officials to provide input to you in the development of your program services The consultation process: Consultation Written affirmation Child find Services plan Proportionate share Complaints Programs and Services Division of Special Education Ms. Ava Goldman, Administrative Director Mr. Will Gordillo, District Director Ms. Rosalia Gallo, Instructional Supervisor 4/24/12 34 34

35 IDEA Private School Obligations Office 5555 SW 93 Avenue; Miami 33165 Phone:
Rosalia Gallo, Instructional Supervisor Orema Lee, Curriculum Support Specialist SPED Support Teachers Melissa Chang Sharon Fedor Jorge Mendez

36 Private School Obligations
IDEA For Profit Non-Public Schools Entitled to child find activities McKay Scholarship Program Non-Profit Supports and services provided to eligible students through the proportionate share requirement, as a result of meaningful consultation. For the purposes of including students with disabilities in the calculation of the proportionate share, they must be enrolled in a private school that is listed with the Department of Education as a nonprofit institution. Next look at students at your schools Private School Obligations

37 IDEA Private School Obligations
School districts have an obligation to ensure that parentally placed private school students have an opportunity to participate in programs assisted or carried out under Part B of the IDEA. Services offered are determined after timely and meaningful consultation with representatives of non-profit private schools and parents regarding the needs of eligible students. Child find is open to all students, in both profit and non-profit private schools. Next slide § Equitable services determined. (a) No individual right to special education and related services. No parentally-placed private school child with a disability has an individual right to receive some or all of the special education and related services that the child would receive if enrolled in a public school. (b) Decisions. (1) Decisions about the services that will be provided to parentally-placed private school children with disabilities under §§ through must be made in accordance with paragraph (c) of this section and § (c). (2) The LEA must make the final decisions with respect to the services to be provided to eligible parentally-placed private school children with disabilities.

38 Meaningful Consultation
Meaningful consultation is conducted throughout the year via telephone, , and face-to-face meetings. SPED meetings for administrators were held on 2/23/12 with a make-up session on 3/07/12. Eligible student list was given out Needs assessment was conducted Parent Meetings held on 5/15/12 FDLRS – North (AM) & 5/16/12 FDLRS- South (PM) Survey group for new schools that have not participated before. 38 38

39 IDEA Private School Obligations
The District makes the final decision with respect to the services to be provided to eligible students. There is no individual entitlement to a free appropriate public education for students with disabilities parentally placed in private schools. 300-1 (b) Decisions. (1) Decisions about the services that will be provided to parentally-placed private school children with disabilities under §§ through must be made in accordance with paragraph (c) of this section and § (c). (2) The LEA must make the final decisions with respect to the services to be provided to eligible parentally-placed private school children with disabilities. 37

40 Who are the eligible students that get counted for the funding calculation?
To be counted toward the proportionate share calculation, students must have been identified by M-DCPS as a child with a disability and must have a current evaluation (3-years) as of December 1. Students with a current reevaluation through 12/1/11 count for the purpose of generating funding for the school year. Students are eligible for services once the reevaluation is updated. Child count is used to calculate the Proportionate Share of IDEA funds that will be used for private schools for the

41 Proportionate Share A proportionate share of IDEA Part B funds are spent to provide equitable services to eligible non-profit private school children with disabilities. The proportionate share is based on a per student allocation calculated by dividing the total IDEA part B funds by the total eligible students (public and private together). Per student allocation is then multiplied by the number of eligible parentally-placed private school students. 41

42 Eligibility Requirements
To be eligible for services under the IDEA obligations: Schools must be non-profit and listed with the FLDOE at Students must meet state eligibility criteria for a SPED Program Students’ parents maintain a current reevaluation, every 3-years with the M-DCPS The consultation process among the school district, private school officials, and representatives of parents of parentally-placed private school students with disabilities, including how the process will operate throughout the school year to ensure that parentally-placed students with disabilities identified through the child find process can meaningfully participate in special education and related services 300-1 (b) Decisions. (1) Decisions about the services that will be provided to parentally-placed private school children with disabilities under §§ through must be made in accordance with paragraph (c) of this section and § (c). (2) The LEA must make the final decisions with respect to the services to be provided to eligible parentally-placed private school children with disabilities. 37

43 Child Find Under the IDEA, the child find process must be designed to ensure the equitable participation of parentally-placed private school children, and to ensure an accurate count of such children attending private schools within the school district. The child find process must be designed to ensure the equitable participation of parentally-placed private school children, and to ensure an accurate count of such children attending private schools within the school district. 43

44 Initial Eligibility for SPED
Suspected of having a disability Parent referred to corresponding public school All documentation submitted to the public school SST/PST Meeting Evaluation Eligibility Meeting Private evaluation Review of private evaluation Initial Eligibility for SPED Child Find Referrals Explain what we do at the eligibility meeting… State Criteria for SPED Programs 44

45 Child Find 1-2-3 Procedures
The private school and the parent gather data on student’s performance. Grades, work samples, attendance, discipline; Interventions (duration & results), accommodations, strategies; Any standardized test scores, private evaluations; Medical or vision information; Any other pertinent information; Two teacher Observation forms; and Consent Form for Mutual Exchange of Information Parent calls the public school to request meeting. Parent delivers the student performance data and the SST/RT meeting is scheduled. A representative from the private school is invited. Special Education Evaluation and Reevaluation Procedures for Parentally Placed Private School Students June 2009 The following procedures are provided to facilitate the child find process for locating, identifying, and evaluating all children with disabilities in private schools. Evaluations may be requested at the last public school the child attended or at the child’s home school.  To find the home school, go to select elementary, middle, or senior high, and enter the home address.  Private school representatives and parents are asked to adhere to the following: The parent calls the public school and speaks to the assistant principal responsible for special education.  Inform the assistant principal that: their child is in a private school; they are requesting an evaluation or a reevaluation team meeting;   they will bring in documentation of the child’s levels of performance in order to expedite the scheduling of the meeting; and     they may contact Ms. Claudia Leary, , if assistance is needed.  The parent delivers the packet of information gathered on the child’s levels of performance to the public school administrator. The school will review the documentation, determine if any additional documentation is needed, and schedule a meeting.  The child’s private school teacher is required to participate in this meeting either in person or by telephone. A reevaluation is not a requirement for continued participation in the McKay Scholarship program. Results of reevaluations do not impact or change the level of funding on the Matrix of Services however; conducting a reevaluation every three years entitles the private schools/students for consideration for additional Federal support. Please contact Ms. Rosalia Gallo, Instructional Supervisor or Ms. Claudia Leary, Educational Specialist at or for additional information or call

46 Initial Evaluations & Eligibility
School Support Team (SST) / Problem Solving Team (PST) Team reviews the data provided by the parent and the private school and determines appropriate course of action Data on interventions provided is a key component (SLD, E/BD, SI, or LI) Student’s rate of progress Ongoing progress monitoring & documentation

47 3-Year Reevaluation Meetings
A reevaluation is a meeting to review the student’s current performance as evidenced by data provided by the parent and the school. Team determines if any additional data or formal testing is needed. Participants include a school psychologist, SPED teacher, parent, and private school teacher. Results do not change or alter the McKay Scholarship Program. McKay is FTE (State) IDEA Private School Obligation (Federal)

48 Reevaluation Team Meetings
Data is reviewed to determine whether the child continues to have a disability and to determine his/her educational needs. Reevaluation Team (RT) may agree that no formal testing is needed. If a formal testing is needed, it is typically conducted within 60 school days. Evaluations are reviewed with the parents. An IEP is not written unless the child is enrolled in public school. To examine tests, records, and reports about the child. To determine what areas, if any, will be reevaluated. The purpose is determine if the child continues to have a disability. Maintaining current records with the public school system facilitates accessing services and transitioning between programs. Results do not change or impact the McKay Scholarship. 48 48

49 Reevaluation Letters to Parents
Parents are notified of the option for reevaluation in three ways: The private school provides the letter to parents and completes the log. Completed logs are faxed to These were given at the meeting on 2/23/12 & 3/07/12. Parents are invited to an informational meeting. Letters are sent via U.S. Mail. 49

50 McKay Scholarship Evaluations have no impact on the McKay Scholarship.
McKay is FTE money (state) Private school initiative is IDEA money (federal) 50

51 Needs Assessment If you did not attend the meeting on 2/23/12 nor 3/07/12 and you have eligible students, complete a Needs Assessment Form for the school year. The District makes the final decisions with respect to the services to be provided to eligible parentally-placed private school children with disabilities. Schools are notified in August via .

52 2012-2013 IDEA Services and Supports
Laptop Computers Universal Access Materials Reading Software Consultation Writing Software Instructional Workshops IDEA Services and Supports Interactive Boards Learner Response System Academic Instructional Support Math Software Parent Workshops Assistive Technology

53 Responsibility of the School
Any materials provided by the IDEA Private Schools Obligations Office are to be used solely for eligible students with disabilities.  Funds must be used to meet the needs of eligible students but not for meeting the needs of a private school or the general needs of the students enrolled in the private school. Equipment and supplies must be removed from a private school if it is no longer needed for eligible students or removal is necessary to avoid unauthorized use. § Requirement that funds not benefit a private school. (a) An LEA may not use funds provided under section 611 or 619 of the Act to finance the existing level of instruction in a private school or to otherwise benefit the private school.  (b) The LEA must use funds provided under Part B of the Act to meet the special education and related services needs of parentally-placed private school children with disabilities, but not for meeting— (1) The needs of a private school; or (2) The general needs of the students enrolled in the private school. § (d) The public agency must remove equipment and supplies from a private school if— (1) The equipment and supplies are no longer needed for Part B purposes; or (2) Removal is necessary to avoid unauthorized use of the equipment and supplies for other than Part B purposes.

54 Laptops & Software Laptops and software are provided for use by the students with disabilities that are eligible. Maintain accurate inventory Laptop serial numbers Theft/damage procedures The reading software (My Reading Coach) is preinstalled in the laptops we provide. Web-based programs: Fluent Reader Trainer, Symphony Math, Ascend Math, Write Brain, Classroom Suite, & Kurzweil 3000 New Programs: Achieve 3000, Imagine Learning, & Moby Math Symphony, Ascend, Writing, and FLRT are web based and available year round from any computer with Internet access.  Remember that writing is licensed only to specific students. MRC is available only through the specific laptops it is installed in. 

55 Year-Round Access to Software
Destination Knowledge Fluent Reader Trainer, Symphony Math, & Ascend Math Cali Swango: Kurzweil 3000 Support through website or Schools: Parents:http://mdk3000.wikispaces.com/Parents+Guardians 

56 Interactive Boards & Learner Response System
Minimum of 5 eligible students required Commitment to: Online, evening, and weekend workshops Use ActiVotes and maintain data 2 classroom observations per year with feedback Ensure appropriate use within guidelines Offered to meet student needs focusing on alternate response methods (ActiVotes)

57 Materials, Equipment, and Supplies
Materials for universal access to learning and other technology Headphones and mouse for laptops as needed $1,000 allocation flexible based on students needs Funds may not be allocated directly to a private school Schools pick-up the orders at the IDEA Private School Obligations Office

58 Instructional Workshops
Kurzweil Webinars Destination Knowledge Training & Webinars Best Quest MathsCool/AlgebrasCool   Two- (2) day Summer Trainings: Accommodations and Modifications for Teachers in Private Schools

59 Parent Workshops Parent workshops Parent Services 305-274-3501 (SPED)
The Parent Academy Understanding Disabilities Active Parenting Autism Spectrum Disorders Behavioral Skills ADHD

60 In-School Academic Instructional Support (AIS)
Offered up to two hours a week Student Referral Form Provided in groups of up to 6 School commits to facilitating the services Scheduling – time of day Appropriate location, laptops available, etc. Requires a Private School Services Plans PSSP: A description of the specific special education and related services the LEA will provide to a parentally-placed child with a disability enrolled in a private school. Meetings with parents and teachers are required prior to AIS Reevaluations must be maintained current

61 Consultation Consultation services, related to accessing instruction, to private school teachers and parents of eligible students for up to one hour a month throughout the year.

62 62

63 Written Affirmation Handout: Private school representatives are asked to please read, sign, and return the Written Affirmation of Consultation. Private school representatives are encouraged to maintain close communication with M-DCPS throughout the year. § Due process complaints and State complaints. (a) Due process not applicable, except for child find. (1) Except as provided in paragraph (b) of this section, the procedures in §§ through do not apply to complaints that an LEA has failed to meet the requirements of §§ through , including the provision of services indicated on the child’s services plan. (b) Child find complaints—to be filed with the LEA in which the private school is located. (1) The procedures in §§ through apply to complaints that an LEA has failed to meet the child find requirements in § , including the requirements in §§ through (2) Any due process complaint regarding the child find requirements (as described in paragraph (b)(1) of this section) must be filed with the LEA in which the private school is located and a copy must be forwarded to the SEA. (c) State complaints. (1) Any complaint that an SEA or LEA has failed to meet the requirements in §§ through and through must be filed in accordance … 63

64 Additional Programs and Services
Preschool FDLRS FIN SEDNET 64 64

65 Pre-K Special Education
Ms. Dolores Mendoza, Executive Director Ms. Cecilia Nunez, Supervisor

66 Pre-K A non-profit school with a prekindergarten program that does not include kindergarten or a higher grade would not be considered a private school for purposes of this program. IDEA Part B

67 Pre-K Supports and Services
Serves children with disabilities ages 3-5 years old Professional Development Parent Education Assistive Technology Resource Library Make and Take Workroom

68 Pre-K Consultation with child’s private school early childhood teacher. Strategies, accommodations, specialized instruction, materials/equipment that support developmental areas (cognitive, personal-social, communication, motor, adaptive) Dolores Mendoza, Executive Director

69 Professional Development
High/Scope Curriculum Positive Behavioral Support Building Early Language and Literacy (B.E.L.L.) Assistive Technology Boardmaker Math Conscious Discipline

70 Models for Pre-K Special Education
Walk-in Speech/Language Therapy LEAP ½ day (Program for ASD) Speech/Language Impaired ½ Day Reverse Mainstream ½ Day

71 Florida Diagnostic and Learning Resources System-South (FDLRS-South) Serving Miami-Dade and Monroe Counties Ms. Delsey Yancoskie, Instructional Support Specialist Ms. Keisha C. Robinson, Curriculum Support Specialist 71 71

72 Public Awareness/Outreach Preschool Screenings Evaluation Coordination
FDLRS-South Child Find Public Awareness/Outreach Preschool Screenings Evaluation Coordination Grow to 5 Training Modules Training to help educators and caregivers meet the needs of young children ages 0-5 12 Modules that emphasize themes that are central to effective education and care giving

73 FDLRS-South Parent Services Parent education workshops
Collaboration with agencies and parent organizations Promote shared responsibility for improving the education of children with special needs Provide training on Creating Family Friendly Schools Disability Awareness Activities

74 FDLRS-South Technology Instructional Technology Assistive Technology Communication Technology Technology Labs (north and south) Assistive Technology Demonstration Lab (north satellite center)

75 FDLRS-South Human Resources Development (HRD)
In-service Training (i.e., Differentiated Instruction, Accommodations/Modifications,) Coaching, mentoring, school-site support Media/Materials Loan Library (Main Office) Make and Take Production Lab (north satellite center)

76 PDA (Professional Development Alternatives) Distance Learning
Online Professional Development: Assessment and Evaluation, Differentiating Math Instruction, Differentiating Reading Instruction, Differentiating Science Instruction, Foundations of ESE, Instructional Practices, Interpersonal Interaction and Participation, Positive Behavior Support, Transition, Technology for Student Success: An Introduction, and Formative Assessment Process for Differentiating Instruction Online resources to help educators prepare for Elementary K-6 and/or Middle Grades Integrated Curriculum 5-9 certification exams.

77 FDLRS-South Simply contact FDLRS-South for further information and begin taking advantage of the services and materials available for you and the exceptional children you serve.

78 FDLRS-South (Two Locations)
Main Office 5555 SW 93rd Avenue Miami, FL Phone: Fax: North Satellite Center Robert Renick Educational Center 2201 NW 207th Street Miami Gardens, FL Phone: Fax: Our new north satellite location 78 78

79 Ms. Deidre Phillips, Facilitator
Florida Inclusion Network The Florida Inclusion Network provides learning opportunities, consultation, information and support to educators, families, and community members resulting in the inclusion of all students. Ms. Deidre Phillips, Facilitator 79 79

80 Training and support for teachers to meet the needs of struggling learners
Differentiated Instruction Higher Order Thinking Skills Instructional Strategies Disability Awareness Inclusive Practices Collaborative Teaching Educational opportunities for families of students with disabilities 80 80

81 Dianne Halfaker, Project Manager
Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET) Dianne Halfaker, Project Manager

82 The overall mission of the project is to improve the provision and coordination of education, mental health treatment and residential services for students identified with Emotional/Behavioral disabilities (E/BD).

83 SEDNET is a regional interagency networking project serving
WHAT SERVICES ARE PROVIDED? Case management services are provided to all public and non-public school students, with at risk behaviors or with emotional/behavioral disabilities. HOW ARE SERVICES PROVIDED? Case managers coordinate with schools in the integration of educational services, referrals for school based mental health evaluations, and access to records from psychiatric hospitals, community mental health facilities and residential placements. WHAT IS THE PROCESS? School officials obtain signed consent for mutual exchange of information from parents and contact SEDNET case manager. WHAT IS THE PROCESS: school officials obtain signed consent from parents (Consent Form for Mutual Exchange of Information, FM 2123) and contact SEDNET Case Manager.

84 Diane Olinick, Case Manager John Carrier, Case Manager
SEDNET Dianne Halfaker, Project Manager SW 76 Street, Room 63 Miami, Florida Diane Olinick, Case Manager 2201 NW 207 Street Opa-Locka, Florida 33056 Citrus Health Network Jackson Memorial Hospital Our Kids of Miami-Dade/Monroe, Inc. Broward County Facilities John Carrier, Case Manager 11001 SW 76 Street, Room 63 Miami, Florida 33173 Miami Children’s Hospital Family Counseling Services of Greater Miami School Wide Positive Behavior Support Monroe County

85 Contact Information Florida Diagnostic and Learning Resources System-South (FDLRS) Florida Inclusion Network (FIN) Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET) Pre-K Special Education Programs Private School Obligations 85

86 We invite you to join with us in our continued endeavor to prioritize the achievement and success of all children. 86 86


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