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Education officials describe FDLRS child‑find network, screenings and statewide professional learning
Summary
Department of Education officials outlined the Florida Diagnostic & Learning Resources System (FDLRS) network — described repeatedly in the hearing as “Fiddlers” — and reported tens of thousands of family contacts and screenings statewide, plus a large professional‑learning footprint for educators.
Officials from the Florida Department of Education and FDLRS told the Committee on Education Pre K–12 how the state’s diagnostic and learning resource network identifies children with developmental concerns, supports families and provides professional learning to schools and providers.
Dr. Peggy Anu, identified in the presentation as the vice chancellor responsible for oversight of exceptional education services, described the Florida Diagnostic & Learning Resources System (FDLRS) as the department-run network established in statute (cited in the presentation as section 1006.03) that funds regional centers to support screening, referral and professional learning. She said the FDLRS administration project provides statewide professional learning and support to local centers.
Dr. Danita Duhart, executive director of FDLRS South, described the system’s child‑find and family‑support role. Duhart told the committee her center handles thousands of parent calls and that, statewide, FDLRS associate centers reported receiving about 42,000 initial parent contacts and completing more than 25,000 child‑find screenings. She said FDLRS facilitated more than 24,000 evaluations in local districts and provided professional learning to more than 63,000 individuals in 2023–24.
The Department of Education official said the FDLRS network includes three types of centers: 18 associate centers (each serving multiple school districts and led by a fiscal agent district), six multidisciplinary centers based at universities that provide specialized assessments and academic and behavioral consultation, and two specialized centers that serve students with low‑incidence disabilities statewide (a center for the visually impaired and a center for the deaf and hard of hearing).
Duhart described FDLRS as a ‘‘gateway’’ for families seeking evaluation and supports and said local centers work directly with districts to connect families with services, training and resources. Committee members asked clarifying questions about functions and reach; presenters noted that some families contact FDLRS for information but do not complete screenings or choose alternate referral pathways.
The Department representatives did not request immediate committee action; they described FDLRS functions and output metrics intended to inform lawmakers’ work on early identification and professional development for educators.
