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Whether or not a child with developmental delays qualifies for early intervention varies dramatically from one state to the next, but often researchers say far more kids are eligible than can be served. The finding comes from a new study analyzing early intervention services across the nation. Researchers from the University of Colorado School of Medicine examined each state’s eligibility requirements for the Individuals with Disabilities Education Act, or IDEA, Part C program, which serves infants and toddlers with disabilities. Then they used data from a long-term government study tracking nearly 11,000 children to identify how many kids were likely to qualify or receive services in each state.

Download the Save the Date here!What:About MASPA key aspect of the mission of the Montana Association of School Psychologists (MASP) is to promote the educational and mental health needs of all children and youth. The MASP Summer Institute serves educators and other professionals who work with children and youth by offering professional development opportunities that bridge the latest research findings with real-world practice. Early Bird and student discounts will be offered! (Details will appear on the website in late March or early April.) The registration fee includes all conference materials and handouts, delicious lunches on Monday and Tuesday, and delightful snacks each day. To qualify for the student discount, you must be a student actively enrolled in an accredited degree program. Electronic registration coming in late March or early April. Intended Audiences:School Psychologists, Counselors, Social Workers, Teachers (Regular and Special Education), and Administrators Credit available:OPI Renewal credits (12); Continuing Professional Development credits (12); Billings Public School Step-Up credit (1) When:June 4-5, 2012Where:Mansfield Health Education CenterBillings, MontanaContact:Rick BartschPhone: (406) 855-4277Website: http://www.masponline.us/summer-conference

This video illustrates how essential early childhood inclusion is for all children, including those who cannot be in close proximity to other children because of health concerns. In this video, Kate Mathany describes how her daughter Getty virtually attends a typical preschool classroom every day using a VGo. In the first part, Kate introduces us to Getty and describes how the idea to use the VGo came about. In the second part, Kate is joined by Eileen Sedilko, Getty's preschool teacher, as they illustrate how Getty's school day works from both home and classroom perspectives. They discuss a range of topics including preschool inclusion, parent leadership, the use of adaptations, collaboration, teamwork, the benefits of inclusion for all children, families, and teachers. This video has important messages for families with children who cannot attend a preschool because of health reasons who are looking for solutions, for all those interested in early childhood inclusion, and for current and future early childhood educators. A presentation of the Desired Results Access Project, Napa County Office of Education, funded by the California Department of Education, Special Education Division. Produced by Larry Edelman.

Click Here For More Information, and to Make Reservations What:Conference - Plain Talk About Reading (heralded as the nation's premier reading institute because of its clear focus on providing the latest scientifically based reading research (SBRR) and strategies for those who teach reading at all ages and grade levels). From the nation's leading researchers and seasoned practioners, atendees will learn the current findings on reading instruction, reading difficulties and reading intervention, and classroom strategies that put this knowledge to work.     $575 per person (if received before 9/30/11)    $645 per person (if received between 10/1/11 - 3/2/12)    $745 per person (if received after 3/2/12) Sessions In-depth information on today's most burning reading issues Early childhood literacy and language development  Getting adolescent literacy right Integrating literacy strategies across the disciplines at all grade levels  Practical strategies for increasing vocabulary Increasing reading comprehension  Teaching reading to English language learners Implementing Response to Intervention at all levels Leadership that yields increases in student literacy levels  Increasing teacher knowledge and skills Broad session choices: Sessions that target early childhood classrooms  Sessions that address how to meet the needs of special education students   Content-centered sessions on strategies for the classroom Sessions delivering the latest research on reading, RtI, language development, attention, and other related topics Sessions especially for school and district leaders Sessions focused on English language learners When:April 29, 2012 - 4:00 p.m. - 7:00 p.m. (Mountain Time) – RegistrationApril 30, 2012 - 8:00 a.m. - 4:45 p.m. (Mountain Time) - Day 1May 1, 2012 - 8:00 a.m. - 4:45 p.m. (Mountain Time) - Day 2May 2, 2012 - 8:00 a.m. - 3:00 p.m. (Mountain Time) - Day 3

Click here to download flyer (PDF) What:Tara Ferriter-Smith and Terri Barclay will share how Early Reading First preschool centers throughout the state of Montana are using a comprehensive RtI framework to prepare students for Kindergarten and future success in school. They will discuss the evidence based instructional and assessment practices that are proving to be effective for all learners. When implemented well an RtI framework will help educators align student needs by assessing student’s performance and adjusting instruction based on the individual’s response to a scientifically based intervention increasing the likelihood of student success. Discover how ongoing progress monitoring can help you make informed decisions to provide interventions for those students who are not achieving anticipated progress. When:December 5, 20118:30-3:00 pm MountainWhere:HRDC Building2229 5th AvenueHavre, MTContact:Aileen Couch, CoordinatorPhone: (406) 265-4356 ext. 322Email: cspd@havre.k12.mt.us

Click here to register for this webinar What: The first webinar in our new series from OSEP and the National Parent Technical Assistance Center will feature the Doing What Works website, a valuable resource for Parent Centers as well as individual families.  The website provides information about specific programs that have a strong evidence base so parents can participate as informed consumers in the educational decision making process for their child.   The Doing What Works website (http://dww.ed.gov) provides engaging materials on a wide range of topics, including Response to Intervention, Early Childhood Literacy, Reducing Behavior Problems in Elementary Schools, and Preventing High School Dropouts.  Created by the U.S. Department of Education, this resource offers families and educators at all levels concrete strategies, examples, and tools to help use and engage in research-based practices.  Aimed at individuals with varying levels of understanding about a topic, the Doing What Works resources can arm educators and families with valuable resources as they work to improve the education of their children.  This webinar will introduce the website, provide an overview of the different types of resources, and invite questions and offer support for implementation. When: Thursday, February 24, 2011 1:00pm - 2:00pm Mountain

The study also reports on the extent to which consultation efforts are occurring nationally and provides a series of recommendations generated by experts in the field to guide policymakers/funders, early childhood mental health consultation providers, early care and education program administrators, and researchers/evaluators.

In accordance with the requirements under the Individuals with Disabilities Education Act (IDEA),  the state must report annually to the public on the performance of each local educational agency located in the state on the targets in the State's Performance Plan. Because baseline data and/or performance targets have not been established for all of the performance indicators, the U.S. Department of Education, Office of Special Education Programs (OSEP), has informed states that they are only required to report district performance for students with disabilities on indicators 1-5 and 8-12 this year. These performance indicators address the following: Graduation, Dropout, Assessment, Suspension/Expulsion, Least Restrictive Environment (ages 6-21), Parent Involvement, Disproportionality As A Result Of Inappropriate Identification, Child Find Timelines, and Early Childhood Transition (transition from Part C to Part B). The district's performance data is 2008-2009 data that was submitted by the district to the OPI as a part of its child count, exiting, student discipline collections and/or collected during a compliance monitoring record review. Performance data for performance indicator #8, Parent Involvement, is based on parent survey data. The Parent Involvement Survey was distributed to districts that were compliance monitored in school year 2008-2009. Districts were asked to provide a copy of the survey to all parents of IDEA-eligible students receiving special education and related services through an Individualized Education Program (IEP). The District Public Reports can be found on the OPI Web site at:  http://data.opi.mt.gov/SPEDReporting/ .

This is the 29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education (FAPE) to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities.

In the early 1970s, it was rare for a student to see a child with a disability in the hallways of their school. The disabled were invisible; their education was provided in isolated programs that rarely allowed them to access what every other child enjoyed. The landmark legislation, Education of All Handicapped Children Act (1975) and the subsequent revisions, Individuals with Disabilities Education Act, dramatically changed the face of public education.

Click here to register for this event What: Early childhood is often when a child and the family first receive a diagnosis while in the hospital or outpatient setting. This course will explore the basics for introducing assistive technology devices to the family while in the hospital setting/outpatient setting. Learner Outcomes: Participants will identify criteria to determine when to introduce assistive technology to the child Participants will become familiar with the basic features of assistive technology assessment Participants will receive an overview assistive technology devices appropriate for a new diagnosis involving motor, sensory and cognitive issues. When: Webinar begins at 10:00am Mountain time. Session sign in begins at 15 minutes prior. This session requires you to call in to access the audio. If applying for Individual Continuing Education Units (one hour of instruction) registered attendance and successful completion of this educational program is required and must be applied for with the payment of $16 being made directly to RESNA. Submission application will be provided.   Certificate of Attendance will be available upon completion.

A federal judge has ruled that District of Columbia public schools must make sweeping changes to how young children with disabilities are located and served. In a ruling last week, Judge Royce Lamberth said the district must ensure that 8.5 percent of children between the ages of 3 and 5 are enrolled in special education and related services, as required by federal law.