Early Childhood

In-Person Learning:

• Under no circumstances should school staff enter the student’s home or place of residence.

• The visit may occur outside of the student’s home or at another suitable outdoor location, such as a park or taking a walk, to provide ECSE services and to build and preserve relationships with the student and their families. Limit these visits to no longer than 45 minutes.

• A school district may provide early childhood special education services in settings that support adherence to current guidance provided by the Minnesota Department of Health. These *settings include, but are not limited to, virtual, outside a child’s home, outside at a local park, library (if your local library is open and accepting appointments at their building), at the local school district (need to consider transportation needs if families are coming into local school district).

• Students, staff, and families shall follow MDH and CDC Public Health Guidelines, including social distancing at least six feet of separation at all times.

• All students, families, and staff should wear appropriate face masks at all times, in accordance to their district's policy.

• If school staff are handing off instructional materials or other items, staff should follow the same procedure used in school to hand off materials or receive materials from the student and family.

• If the IFSP team determines services will be provided in a setting other than the child’s home, transportation and technology cannot be barriers to service provision.

• Nothing in this guidance should be construed to encourage or require school staff, students, or families in at-risk categories to act inconsistently with public health recommendations or the advice of their doctors.

Hybrid:

• Refer to the guidance provided under In-Person Learning

Distance Learning:

• No. All early intervention services provided through an IFSP or IEP should utilize distance learning strategies. These strategies do not include in-person activities.

Yes.

• Districts remain responsible to report item-level assessment data (submitting TS GOLD item level data) or Child Outcome Summary (COS) ratings (using the Child Outcomes Summary Form on SpEd Forms) for each child that entered or exited Part C or preschool special education following existing reporting guidance.

• Districts also remain responsible to report Family Outcomes Surveys (FOS) for families exiting Part C after six months or more of early intervention service.

It depends on the situation. The OCR/OSERS supplemental fact sheet states: “As a general principle, during this unprecedented national emergency, public agencies are encouraged to work with parents to reach mutually agreeable extensions of time, as appropriate.”

• • Circumstances that may warrant an agreeable extension of timeline:

    • When a child is quarantined at home and therefore is unavailable for face-to-face testing

    • When an entire ECSE team is quarantined

      • Please reach out to your Early Childhood Services Coordinator in this circumstance, as they may have some capacity to assist during the time staff are quarantined

    • When your building is in a Distance Learning model, and face-to-face assessments are unable to be completed

For more information on documenting a mutually agreed upon extension to timeline, please refer to the Eval. Timelines & Guidance page.

Initial eligibility/Individual Family Service Plan (IFSP): the initial evaluation and assessments of child and family, as well as the initial IFSP meeting, must be completed within 45 days of the lead agency receiving the referral. However, the 45-day timeline does not apply if the family is unavailable due to “exceptional family circumstances that are documented” in the child’s early intervention (EI) records. The Department has previously provided guidance to states indicating that weather or natural disasters may constitute “exceptional family circumstances.” The COVID-19 pandemic could be considered an “exceptional family circumstance.”

IFSP team meetings:

• In-Person Learning: IFSP team meetings may be held electronically (audio/visual) or in-person in school settings following MDH guidelines. If the meeting is held electronically, any written information you would typically provide to a parent during an in-person meeting should be mailed or emailed to the parent in advance.

• Hybrid: Refer to the guidance provided under In-Person Learning

• Distance Learning: During any period of distance learning, all IFSP team meetings will be held electronically (audio/visual). Any written information you would typically provide to a parent during an in-person meeting should be mailed or emailed to the parent in advance.

Periodic Review:

• In-Person Learning: An IFSP must be reviewed at least every six months. Progress on IFSP outcomes is provided by families through the intervention period. Ongoing assessments of a child’s emerging development should be conducted following the schedule agreed to in the Prior Written Notice for the initial provision of service and are to be conducted using information (verbal and video) provided by parents along with virtual and in-person observations made in school settings.

• Hybrid: Refer to the guidance provided under In-Person Learning

• Distance Learning: An IFSP must be reviewed at least every six months. Progress on IFSP outcomes is provided by families through the intervention period. Ongoing assessments of a child’s emerging development should be conducted following the schedule agreed to in the Prior Written Notice for the initial provision of service and are to be conducted using information (verbal and video) provided by parents along with virtual observation.

If a parent wishes to postpone services until all services can be provided in the home:

• In-Person Learning: Document this decision in your log notes. Report the voluntary withdrawal in MARSS using status end code 26.

• Hybrid: Refer to the guidance provided under In-Person Learning

• Distance Learning: Refer to the guidance provided under In-Person Learning

In-Person Learning:

• As with all Part C to Part B transitions, the members of the IFSP team must first consider whether the child is potentially eligible for services under Part B. If the child is not deemed to be potentially eligible for Part B, the team may convene a meeting virtually or in person following all MDH guidelines. Document transition steps and services in the IFSP. Part C eligibility and services will end at age 3.

Hybrid:

• Refer to the guidance provided under In-Person Learning

Distance Learning:

• As with all Part C to Part B transitions, the members of the IFSP team must first consider whether the child is potentially eligible for services under Part B. If the child is not deemed to be potentially eligible for Part B, the team may convene a meeting virtually. Document transition steps and services in the IFSP. Part C eligibility and services will end at age 3.

• Yes. Parents who have a preschooler on an IEP may opt into distance learning. However, the district is only responsible for providing the special education and related services listed on the child’s IEP/CLP. The district is not responsible for providing general education preschool opportunities via distance learning because the district is providing an equal opportunity to all children for participation in the general education preschool classroom.

• It is encouraged to be creative and resourceful in attempting to work with the general education preschool program to offer children on IEPs, that choose to opt into distance learning access to their general education peers and preschool activities via virtual opportunities. For example, you could partner with an existing preschool classroom to offer students virtual interaction (e.g. Story time, show and tell, movement/music, snack time, etc.)

• If parents opt into distance learning and the school is only providing special education services, do NOT list EC: District-paid EC program under services on the child's CLP under the distance learning scenario. Only list special education and related services on the service grid under the distance learning scenario.

• Yes. However, since the district is not offering preschool to all students during distance learning, you are only responsible for providing special education and related services.

• In the CLP, list only special education and related services under the services section in the distance learning scenario.

Note: If there are other preschool programs in the area that can be utilized, it is encouraged to be creative in accessing these programs.

In-Person Learning:

Accept all referrals and make initial contact with the families. Send by email or mail a copy of the procedural safeguards and the following, as appropriate:

• Prior written notice for screening

• Evaluation plan and prior written notice

• Authorization for release of information

If parents choose to close out the referral (decline consent for evaluation), ask the family if they would be interested in re-referring in a month or two. If so, make a note in your calendar/records to make contact with them at a later date.

In cases where use of a screening tool is warranted (no diagnosis, prior screening or other data indicating a suspected disability is available), a parent assessment tool such as the ASQ or ASQ:SE could be used to determine if the team will propose moving forward with an evaluation.

If a disability is suspected due to a diagnosed condition, prior screening results, or an evaluation is requested by a parent, complete the evaluation in accordance with MDH guidance.

Report membership and attendance for evaluation following MARSS guidance.

Hybrid:

• Same as In-Person Learning.

Distance Learning:

• Same as In-Person Learning.

In-Person Learning:

• The IEP team must meet to develop an initial IEP within 30 days of a determination that the child needs special education and related services and meet at least annually to review and revise the IEP. If the meeting is to be held in-person, follow MDH guidelines.

Hybrid:

• Refer to guidance under In-Person Learning

Distance Learning:

• The IEP team must meet electronically to develop an initial IEP within 30 days of a determination that the child needs special education and related services and meet at least annually to review and revise the IEP.

In-Person Learning:

• IEP services will be conducted in settings that can ensure compliance with guidance provided by the Minnesota Department of Health, including social distancing.

Hybrid:

• IEP services will be provided in settings that can ensure compliance with guidance provided by the Minnesota Department of Health, including social distancing.

• Instruction may be provided using a mix of in-person and distance learning environments.

• Report attendance, membership and special education service hours following guidance provided by the MARSS team.

Distance Learning:

• IEP services will be provided using distance learning strategies. For preschool children participating in community-based programs, including Head Start or child care, the team may provide direct or indirect service in those settings using distance learning strategies.

• Report attendance, membership and special education service hours following guidance provided by the MARSS team.

In-Person Learning:

• In the event that a reevaluation becomes necessary for a preschool child, complete the reevaluation following guidance provided by the Division of Special Education and guidance provided by MDH guidance.

Hybrid:

• Refer to the guidance provided under In-Person Learning

Distance Learning:

• Refer to the guidance provided under In-Person Learning

In-Person Learning:

• The United States Department of Education has not waived progress reporting requirements due to the COVID-19 pandemic. Depending on the district’s progress reporting period, data would reflect the student’s IEP, as well as progress toward goals and objectives in any IEP amendments or individualized distance learning plans developed with parental participation and consent during the extended distance learning period.

Hybrid:

• Refer to guidance provided under In-Person Learning, plus:

• Progress data may be collected from a variety of sources, including ongoing assessment, in-person, virtual and recorded observations. For example, a parent may record a video of the child during learning time or during daily routines when intervention has been intentionally embedded. Consider designating a staff person as an observer during an in-person or virtual classroom activity to collect data on a student’s engagement in the task and classroom participation.

Distance Learning:

• Refer to guidance provided under In-Person Learning, plus:

• Progress data may be collected from a variety of sources, including ongoing assessment, and virtual or recorded observations. For example, a parent may record a video of the child during learning time or during daily routines when intervention has been intentionally embedded. Consider designating an observer during a virtual classroom activity to collect data on a student’s engagement in the task and classroom participation.

• In the event that it is time to report progress on an objective or goal that has not been addressed during distance learning, document the rationale. If you worked on an objective or goal, but had difficulty in collecting progress data, document the services provided and any attempts to collect data, taking into consideration the examples provided above, as well as data you were able to collect. The purpose is to determine what the student has been able to achieve during the extended distance learning periods, as well as areas in which the student may have made minimal progress or regressed.

In-Person Learning:

• Complete Part B reevaluations in accordance with MDH guidance and in accordance with existing guidance provided by MDE. To remain eligible for services under Part B a student must meet initial eligibility under another disability category and demonstrate an educational need for service.

Hybrid:

• Refer to guidance under In-Person Learning

Distance Learning:

• If the Part B reevaluation can be completed during the period of distance learning, then proceed with the reevaluation.

• If after the review of existing information the team determines that additional information is necessary to establish eligibility and collecting that information requires face-to-face assessment or observation that cannot occur during the period of distance learning, the reevaluation would need to be delayed. The student’s enrollment record will need to be ended no later than the day before the child’s seventh birthday. A new record must be created in MARSS with a start date on or after the seventh birthday. In the new record, report the student’s primary disability to be the disability category the team believes most likely. This record can be changed if the evaluation yields a different result.

During the assessment, parents may be used as a proxy to help facilitate the delivery of manipulatives to the infant/toddler. If this method is used, then the proceeding procedure should be followed:

1. Wash your hands before, during and after the assessment.

2. Thoroughly sanitize all manipulatives prior to use and place them on a surface (i.e., a table or a countertop) between where the examiner will sit and where the parent and their infant/toddler will sit.

3. Explain the purpose and role of the proxy to the parent at the beginning of the evaluation. For example: "In order to maintain social distancing requirements, I'm going to be asking you to hand various items to your child throughout the assessment and may also ask you to give your child a number of different instructions."

4. Ensure that the parent does not assist their child in responding; for example: "It is important that I see exactly what your child can and cannot do during the assessment, so please make sure to only say what I say and resist the urge to help your child respond."

5. Have the parent set used manipulatives back on the surface from which they came. At the end of the assessment, thoroughly sanitize all manipulatives prior to putting them away.

6. Document the variation in standard administration practices and the rationale for the variation within the student's evaluation summary report (ESR).

If parents are not comfortable or are unable to assist with the assessment, limit any amount of time spent within six feet of the child to a few minutes at a time, not to exceed 15 minutes without resuming social distancing for a period of time.

Plexiglass dividers may also be used to promote health and safety. Contact your district administrator if you feel that plexiglass is needed.

No. The Minnesota Department of Health (MDH) does not recommend children wear cloth face masks unless they can reliably wear, remove and handle the cloth face covering throughout the day/event. The vast majority of infants and toddlers, particularly those suspected of having disabilities will not be able to do this. Thus, masks should not be required.

Instead, staff are encouraged to wear cloth face coverings as well as a face shield and maintain a distance of six feet.

If an observation beyond what occurs during the assessment is not required, it is recommended that the evaluation plan be amended to remove the observation. If the observation is necessary, then consider the following recommendations:

1. Complete the observation during the assessment and note within the ESR that the observation occurred outside of the natural environment due to the COVID-19 pandemic and guidelines from the Minnesota Department of Health (MDH) and Minnesota Department of Education (MDE).

2. Use virtual means, such as Google Meet, to complete an observation of the child within their home/daycare setting.

Early childhood special education (ECSE) students with an Individual Family Service Plan (IFSP) or Individualized Education Program (IEP) can be reported for the number of membership hours their IFSP/IEP requires as long as special education services are being provided in some manner.

Early childhood special education (ECSE) students with an IFSP/IEP can be reported for the number of Special Education Service Hours (SESH) which the IFSP/IEP requires as long as special education services are being provided in some manner.

Yes. Early childhood children who receive an evaluation during distance learning still generate student attendance and membership hours for the evaluation time.

Attendance hours are based off the original IEP, not the CLP. So, if the original IEP indicated 20 minutes of direct service three times per week, then as long as service is being provided in some manner, then the district should report those minutes for attendance.

Continue to use SpEd Forms attendance logs. There needs to be some type of reciprocal interaction to ensure that the family is engaging in the activity. We don’t need to ensure that the parent, for example, opens and watches every video that is sent to them; however, we need to have some type of system in place to connect/check-in/get feedback from the parent. If we hear or receive nothing, then the student would have to be considered absent and the 15-day drop rules would apply.