Presentation on theme: "Non-Public Schools Component"— Presentation transcript:
1 2012-2013 Non-Public Schools Component Presented by:Dr. Magaly C. AbrahanteDr. Eduardo M. BarreiroMrs. Susy RamirezMiami-Dade County Public SchoolsTitle I AdministrationSBAB AuditoriumApril 24, 2012
2 Historical Perspective Courts have upheld Title I provisions – Federal funds benefit the privateschool student rather than theschool.1997 Agostini v. Felton –No violation of EstablishmentClause
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 ProportionalityEvery 2 yearsGenerate same per-pupil as public schools (Instructional)Parental InvolvementProfessional Development
5 AllocationBased on the number of low-income students residing in a Title I public school attendance area; andUtilize 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 consultationConsultation regarding:Amount of funds generatedMethods of collecting poverty dataIdentification/Selection of students to be servedProgram delivery model and Standards/AssessmentsProfessional Development/Parental Involvement activitiesUse of 3rd party providerPrivate school officials’ certification of consultationLEA gives to SEA
8 Private School Students Eligible Students- attend a non-profit private school;- reside in a Title I participating public schoolattendance area of the LEA; and- be identified by the LEA as failing or at riskof failing to meet the state standards, orother standards relevant to the privateschool (multiple educationally objective criteria)
9 Program Design and Service Delivery (continued) Extended-day servicesCounseling programsComputer-assisted instructionInstruction using take-home computers
10 Program Design and Service Delivery LEA can provide service directly using district personnel; orCan provide services indirectly through contracts with public and private organizations and individuals (Third Party Contractors)
11 AccountabilityNonpublic 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; andLEA maintains title to all propertypurchased with Title I funds.
12 Program Evaluation Based on student achievement, program delivery, instructional program, and servicesto teachers and parents;Outcome data will be used to evaluate theprogram and determine progress; andRecommendations will be factored into thefollowing year’s program.
13 Program Evaluation Need roster of participants to be served and demographic data (race, gender, grade); andCriteria used by private school must bedeveloped in consultation;
14 Non-Public Component Staff Dr. Eduardo M. Barreiro, District SupervisorMrs. Susy Ramirez, Curriculum Support Specialist
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 administratorsDollar amount of services for non-public schools must be allocated on a per pupil basis equal to that of public schoolsLocal educational agency (District) remains in control of fundsServices 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 SchoolsCenter for the Advancement of Jewish Education – MiamiOther non-public schools (approximately 10 schools)
23 Requirements of consortium Needs assessment conductedDecisions on how & where services will be providedHow the services will be assessed and how the results of the services meet the goals and intent of Title II, Part AReporting on types, number of, and impact of services
24 TimelineA 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 SchoolsTitle III, Part AEnglish Language Acquisition (ELA) GrantandEnhanced Instructional Opportunities for Recently Arrived Immigrant Children and Youth Grant
27 Supplementary services for non-public schools Title III-ELASupplementary services for non-public schoolsProfessional Development for teachers of ELL studentsBilingual Parent Outreach Program (BPOP/TPA)Supplementary Instructional materials to support English language acquisition
28 Supplementary services for non-public schools Title III-ImmigrantSupplementary services for non-public schoolsCulturally thematic supplementary activitiesUpcoming events include field trips to local museums and cultural arts centersSupplemental materials to support cultural classroom instructionBPOP/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 proficiencyof the studentsA 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 ContinuedShow 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 studentsShow evidence that the funds will be used to supplement and not to supplant
31 Criteria for StudentsTitle 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 3-21were not born in any State, the District of Columbia or Puerto Ricohave 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 addressedInput was provided as to whether or not the school met eligibility criteriaInvited schools who did not meet eligibility criteria to have further consultationMade ourselves available at Consultation Meetings
33 Contact InformationMs. Rosy Ugalde, Executive DirectorDivision of Bilingual Education and World LanguagesMiami-Dade County Public Schools1500 Biscayne Boulevard, Suite 341Miami, Florida 33132Telephone:Fax:Mr. Oscar Fragas, Title III Grant SupportTelephone:
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 childrenHow, where, and when services will be providedThe process for the non-public school officials to provide input to you in the development of your program servicesThe consultation process:ConsultationWritten affirmationChild findServices planProportionate shareComplaintsPrograms and ServicesDivision of Special EducationMs. Ava Goldman, Administrative DirectorMr. Will Gordillo, District DirectorMs. Rosalia Gallo, Instructional Supervisor4/24/123434
35 IDEA Private School Obligations Office 5555 SW 93 Avenue; Miami 33165 Phone: Rosalia Gallo, Instructional SupervisorOrema Lee, Curriculum Support SpecialistSPED Support TeachersMelissa ChangSharon FedorJorge Mendez
36 Private School Obligations IDEAFor ProfitNon-Public SchoolsEntitled to child find activitiesMcKay Scholarship ProgramNon-ProfitSupports 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 schoolsPrivate 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 bemade 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 outNeeds assessment was conductedParent 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.3838
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 theservices that will be provided toparentally-placed private schoolchildren with disabilities under§§ through must bemade in accordance with paragraph (c)of this section and § (c).(2) The LEA must make the finaldecisions with respect to the services tobe provided to eligible parentally-placedprivate 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 ShareA 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 atStudents must meet state eligibility criteria for a SPED ProgramStudents’ parents maintain a current reevaluation, every 3-years with the M-DCPSThe 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 services300-1(b) Decisions. (1) Decisions about theservices that will be provided toparentally-placed private schoolchildren with disabilities under§§ through must bemade in accordance with paragraph (c)of this section and § (c).(2) The LEA must make the finaldecisions with respect to the services tobe provided to eligible parentally-placedprivate school children with disabilities.37
43 Child FindUnder 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 disabilityParent referred to corresponding public schoolAll documentation submitted to the public schoolSST/PST MeetingEvaluationEligibility MeetingPrivate evaluationReview of private evaluationInitial Eligibility for SPEDChild Find ReferralsExplain what we do at the eligibility meeting…State Criteria for SPED Programs44
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; andConsent Form for Mutual Exchange of InformationParent 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 Proceduresfor Parentally Placed Private School StudentsJune 2009The 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 actionData on interventions provided is a key component (SLD, E/BD, SI, or LI)Student’s rate of progressOngoing 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.4848
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 AssessmentIf 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 ComputersUniversal Access MaterialsReading SoftwareConsultationWriting SoftwareInstructional WorkshopsIDEA Services and SupportsInteractive BoardsLearner Response SystemAcademic Instructional SupportMath SoftwareParent WorkshopsAssistive 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 & SoftwareLaptops and software are provided for use by the students with disabilities that are eligible.Maintain accurate inventoryLaptop serial numbersTheft/damage proceduresThe 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 3000New Programs:Achieve 3000, Imagine Learning, & Moby MathSymphony, 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 KnowledgeFluent Reader Trainer, Symphony Math, & Ascend MathCali Swango:Kurzweil 3000Support through website orSchools:Parents:http://mdk3000.wikispaces.com/Parents+Guardians
56 Interactive Boards & Learner Response System Minimum of 5 eligible students requiredCommitment to:Online, evening, and weekend workshopsUse ActiVotes and maintain data2 classroom observations per year with feedbackEnsure appropriate use within guidelinesOffered to meet student needs focusing on alternate response methods (ActiVotes)
57 Materials, Equipment, and Supplies Materials for universal access to learning and other technologyHeadphones and mouse for laptops as needed$1,000 allocation flexible based on students needsFunds may not be allocated directly to a private schoolSchools pick-up the ordersat the IDEA Private School Obligations Office
58 Instructional Workshops Kurzweil WebinarsDestination Knowledge Training & WebinarsBest Quest MathsCool/AlgebrasCool Two- (2) day Summer Trainings: Accommodations and Modifications for Teachers in Private Schools
60 In-School Academic Instructional Support (AIS) Offered up to two hours a weekStudent Referral FormProvided in groups of up to 6School commits to facilitating the servicesScheduling – time of dayAppropriate location, laptops available, etc.Requires a Private School Services PlansPSSP: 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 AISReevaluations must be maintained current
61 ConsultationConsultation services, related to accessing instruction, to private school teachers and parents of eligible students for up to one hour a month throughout the year.
63 Written AffirmationHandout: 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 andState 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 PreschoolFDLRSFINSEDNET6464
66 Pre-KA 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 ages3-5 years oldProfessional DevelopmentParent EducationAssistive TechnologyResource LibraryMake and Take Workroom
68 Pre-KConsultation 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 CurriculumPositive Behavioral SupportBuilding Early Language and Literacy (B.E.L.L.)Assistive TechnologyBoardmakerMathConscious Discipline
70 Models for Pre-K Special Education Walk-in Speech/Language TherapyLEAP ½ day (Program for ASD)Speech/Language Impaired ½ DayReverse Mainstream ½ Day
71 Florida Diagnostic and Learning Resources System-South (FDLRS-South) Serving Miami-Dade and Monroe CountiesMs. Delsey Yancoskie, Instructional Support SpecialistMs. Keisha C. Robinson, Curriculum Support Specialist7171
72 Public Awareness/Outreach Preschool Screenings Evaluation Coordination FDLRS-SouthChild FindPublic Awareness/OutreachPreschool ScreeningsEvaluation CoordinationGrow to 5 Training ModulesTraining to help educators and caregivers meet the needs of young children ages 0-512 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 organizationsPromote shared responsibility for improving the education of children with special needsProvide training on Creating Family Friendly SchoolsDisability Awareness Activities
74 FDLRS-SouthTechnologyInstructional TechnologyAssistive TechnologyCommunication TechnologyTechnology 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 supportMedia/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 InstructionOnline resources to help educators prepare for Elementary K-6 and/or Middle Grades Integrated Curriculum 5-9 certification exams.
77 FDLRS-SouthSimply 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 CenterRobert Renick Educational Center2201 NW 207th StreetMiami Gardens, FLPhone:Fax:Our new north satellite location7878
79 Ms. Deidre Phillips, Facilitator Florida Inclusion NetworkThe 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, Facilitator7979
80 Training and support for teachers to meet the needs of struggling learners Differentiated InstructionHigher Order Thinking SkillsInstructional StrategiesDisability AwarenessInclusive PracticesCollaborative TeachingEducational opportunities for families of students with disabilities8080
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 SEDNETDianne Halfaker, Project Manager SW 76 Street, Room 63 Miami, FloridaDiane Olinick, Case Manager2201 NW 207 StreetOpa-Locka, Florida 33056Citrus Health NetworkJackson Memorial HospitalOur Kids of Miami-Dade/Monroe, Inc.Broward County FacilitiesJohn Carrier, Case Manager11001 SW 76 Street, Room 63Miami, Florida 33173Miami Children’s HospitalFamily Counseling Services of Greater MiamiSchool Wide Positive Behavior SupportMonroe County
85 Contact InformationFlorida Diagnostic and Learning Resources System-South (FDLRS)Florida Inclusion Network (FIN)Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET)Pre-K Special Education ProgramsPrivate School Obligations85
86 We invite you to join with us in our continued endeavor to prioritize the achievement and success of all children.8686