Child Find
This microcredential represents a school social worker's ability to implement the requirements and policies of Child Find. Child find is the process of identifying and evaluating children with disabilities who may be in need of special education and related services. As educators within the K-12 education system, School Social Workers are bound by Child Find laws and are members of multidisciplinary teams that support the needs of all students.
To earn this microcredential you will collect and submit two sets of evidence demonstrating your effective and consistent implementation of Child Find.
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Respond to questions related to the scenario below to demonstrate your understanding of record keeping and privacy in a school setting.
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Submit supplemental evidence to demonstrate your practice of record keeping and privacy in a school setting.
You will also complete a reflection on your practice of record keeping and privacy in a school setting. Click on the link above that says “Submit Evidence and Reflection” when you’re ready to get started.
This microcredential is designed for school social workers. The resources listed below are meant to aid you in your learning before submitting the required evidence.
Child find is the process of identifying and evaluating children with disabilities who may be in need of special education and related services.
Disability:Child with a disability means a child evaluated as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related service. (https://sites.ed.gov/idea/regs/b/a/300.8#:~:text=(A)%20An%20inability%20to%20learn,relationships%20with%20peers%20and%20teachers)
Special Populations:Special populations refers to students that must overcome barriers that may require special consideration and attention to ensure equal opportunity for success and in an educational setting. These students must be provided support that will ensure they have equal access to education resources and opportunities. (https://oese.ed.gov/resources/supporting-special-populations/#:~:text=Special%20populations%20refers%20to%20students,to%20education%20resources%20and%20opportunities)
Scenario 1: Daniella
Daniella is an African American, 9th grade, female student in general education. She is a native English speaker living in an affluent, urban, predominantly white neighborhood with her foster family. She identifies as straight. She goes to the Church of Jesus Christ of Latter-day Saints with her foster parents, but she didn’t attend church with her biological mom. She doesn’t know her biological father. She has Medicaid, is a US Citizen and is diagnosed with anxiety and depression.
On your monthly attendance report in December, you notice that Daniella, a 9th grade student, has been missing a lot of classes. You look through your notes and you’ve never met with her before and none of her teachers have brought her up in any student support meetings.
Now that you’ve collected all of the necessary information, you know that Daniella is in foster care and has bounced around the system and has been in many different schools. She often lays low and her previous schools weren’t aware of any issues, although her grades in middle school were not great. You’ve discovered that her state test scores are well below grade level and she is failing almost all of her classes.
Scenario 2: Mohamed
Mohamed is an Burmese, 3rd grade, male student in general education. He lives in an urban neighborhood with his mom, who works multiple low-paying jobs to pay their bills. They are both trying to learn English. They came to the United States as refugees from Burma and have legal documents and government financial support (food stamps, Medicaid). He has no known mental health diagnoses.
It’s January and Mohamed’s 3rd grade teacher confides in you that she is really worried about Mohamed’s participation in class. This is the first time you’ve heard about him struggling. She reports that he seems disengaged and disinterested in his classwork. He doesn’t participate like his peers and he never completes his homework. He seems to get along well with his peers and enjoys special classes like art, gym, and computers.
Now that you’ve collected all of the necessary information, you discover that Mohamed is considered an “Entering” (WIDA Level 1) English Learner and he experienced significant trauma during his journey to America as a refugee. Some of his traumatic experiences may have had an impact on his executive functioning skills now.
Category: Preparation and Planning
Submit the evidence listed below to demonstrate your effective and consistent implementation of Child Find.
Respond to questions associated with two scenarios to show your effective and consistent implementation of Child Find. You can upload your response or type your response in the box below. If you upload your response, you do not have to type anything in the boxes below. Be sure to describe any platforms, forms, record keeping tools, etc. that are applicable to your district. Submit the evidence described below to show your effective and consistent implementation of Child Find.
Choose one of the following:
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Upload a video response to the questions identified in the two scenarios provided in the attached file. Your responses should address ALL of the questions outlined in each scenario. Please talk about each scenario separately. You may submit one video with both scenarios discussed or you may submit two separate videos.
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Upload a written response to the questions identified in the two scenarios provided in the attached file. Your responses should address ALL of the questions outlined in each scenario. Please respond to each scenario separately.
Category: Implementation
Submit the evidence listed below to demonstrate your effective and consistent implementation of Child Find.
Submit the evidence listed below to show your effective and consistent implementation of Child Find.
Choose at least one of the following to support your ACTUAL practice of complying with Child Find requirements:
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Case study of an actual student within a special population category (written or video response accepted). Be sure to redact all identifying information.
- Describe your school/district procedure and explain how you complied with Child Find laws.
- Highlight your role in the Child Find procedure and how you collaborated with others (teachers, administrators, district personnel, parents, etc.) to support this student.
- What evidence was collected that indicated a need for additional services? Parent communication, teacher intervention data, psychosocial history, attendance records, discipline information, observations, assessments, or other applicable school data.
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Submit a written summary of at least 5 supporting documents from the list below including how each was used in the Child Find process:
- Parent communication, teacher intervention data, psychosocial history, attendance records, discipline information, observations, assessments, or other applicable school data.
Review Criteria
Scenarios Criteria
Criterion 1: The applicant identifies their role as a School Social Worker in the Child Find requirements in both scenarios.
Criterion 2: The applicant describes how the students in both scenarios could have been identified as needing additional support earlier in the year through following Child Find.
Criterion 3: The applicant demonstrates an understanding of the purpose of Child Find.
Implementation Evidence Criteria
Criterion 1: The applicant demonstrates understanding how to identify students in need of additional services under IDEA.
Criterion 2: The applicant demonstrates an understanding of their role as a School Social Worker in the Child Find procedure.
Criterion 3: The applicant demonstrates an understanding of the importance of collaboration in identifying students in need of additional services through Child Find.
You can upload your response or type your response in the box below. If you upload your response, you do not have to type anything in the boxes below.
Discuss how you plan to enhance your understanding of and compliance with Child Find in your work with students. Describe how you comply with Child Find in your role as a School Social Worker. Discuss how your students benefit from your understanding of and compliance with Child Find.
Review Criteria
Reflection Criteria
Criterion 1: The applicant identifies at least one way in which they plan to improve their understanding of and compliance with Child Find.
Criterion 2: The applicant identifies at least one way in which they comply with Child Find.
Criterion 3: The applicant identifies at least one way in which the students benefit from their understanding of and compliance with Child Find.
https://sites.ed.gov/idea/regs/b/b/300.111
IDEA Sec 300.111 Child Find Law
Child Find Resources for Parents
https://utahparentcenter.org/publications/infosheets/referral-and-evaluation/
The Utah Parent Center has created resources for parents in regard to the rights of their children under Child Find law.
Federal Policies on McKinney Vento
https://uscode.house.gov/view.xhtml?path=/prelim@title42/chapter119/subchapter6/partB&edition=prelim
Federal guidelines for states to follow to provide necessary support to students experiencing homelessness.
State resources for McKinney Vento
https://www.schools.utah.gov/eseastateinitiatives/homeless
The USBE has resources and support to address the needs of students experiencing homelessness.
State Law on Attendance
https://le.utah.gov/xcode/Title53G/Chapter6/53G-6-S202.html
Utah Code 53G-6-202 outlines the requirements of compulsory education.
Least Restrictive Behavior Interventions (LRBI) Manual
https://drive.google.com/file/d/1o_JEZfuPetow-WzGdNc8u6MMhFWOVUnc/view
Manual which provides guidance and information in creating successful behavioral systems and supports within Utah’s public schools.
Special Education Rules
https://www.schools.utah.gov/file/0b19d648-9986-4629-8dd6-ba695707921c
The USBE provides requirements to which local educational agencies (LEAs), the Utah Schools for the Deaf and Blind (USDB), state-operated programs (including local juvenile and adult correctional facilities), and other public and private agencies providing publicly funded education and related services to students with disabilities must adhere.
IDEA Guidelines for Social Workers
https://sites.ed.gov/idea/regs/b/a/300.34
IDEA Sec 300.34 Related Services - outlines the role of social workers in providing special education services.
Return to School Roadmap: Guidance from the US Department of Education
https://sites.ed.gov/idea/files/rts-qa-child-find-part-b-08-24-2021.pdf
New guidance interpreting requirements of the Individuals with Disabilities Education Act (IDEA) in light of the many challenges of the COVID-19 pandemic and as more schools and programs are returning to in-person services.
School Social Work Practice, Policy, and Research
School Social Work: Practice, Policy, and Research has been a foundational guide to the profession for over 40 years. Featuring 30 readings divided into five parts, it reflects the many ways that school social work practice impacts academic, behavioral, and social outcomes for both youths and the broader school community.
WIDA Can-Do Descriptors
https://wida.wisc.edu/teach/can-do/descriptors
The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in various contexts. It describes what students can do with language across different content areas.
Christina Bishop-Kollar
Berret Capps
Jocelyn Cortez
Edward Del Toro
Stephanie Esplin
Brett Larsen
Melissa Larsen
Venyce Martinez-Lunceford
Danielle Nelson
Emmaline Price
Cynthia Ralston
Ariela Robles
Amber Schiffman
Jennifer Shepherd
Chelsea Strong
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807