Early Intervention

Overview
Infant and Toddler Early Intervention Services (Birth to Three Years)
Early Childhood Special Education (Three to Seven Years)
What is Special Education?
How do children become eligible for Early Intervention services?
How long does it take to complete an evaluation for Early Intervention services?
What are my rights as a parent?
Parent Advocacy Materials
Carver County Interagency Early Intervention Committee

Overview

In Minnesota, infants, toddlers and preschool children experiencing developmental delays or disabilities have access to early intervention services through school district programs. Children who are eligible for early intervention or early childhood special education services may receive those services at no cost to their family and in a least restrictive environment. In Carver County, entrance into Early Intervention or Early Childhood Special Education services is through Help Me Grow, a central intake and referral program.

Developmental Evaluation
Entrance into early intervention services for children from birth to three years old begins with a developmental evaluation. The evaluation is conducted by a team of professionals from the child's home school district. Help Me Grow staff will assist parents in the coordination of this evaluation process. The evaluation addresses all areas of the child's development and is multidisciplinary (e.g., more than one professional conducting the evaluation). These are state requirements to ensure the best evaluation of our youngest students. In most cases evaluation and intervention services for students from birth to three years of age takes place in their home or child care settings.

Eligibility for Early Intervention Services (Birth to Three / Part C Services)
Many children are eligible for early intervention services if they have a diagnosed condition that has a high probability of resulting in developmental delay. Other young children will be eligible for early intervention services if they demonstrate a significant delay in one area of development.

Early Intervention Services
Early Intervention services are provided through a parent training model where the child's parent or caregivers are an important part of the early intervention visits and they carry out activities or suggestions for enhancing learning or movement throughout the day. Whenever possible, activities are suggested to fit within the daily routine at home and child care (e.g., building fine motor skills during a meal time, or language skills during a story time).

Individual Family Service Plan (IFSP)
Early Intervention services are planned together with the child's parents and they are written in an "Individual Family Service Plan" or "IFSP." This plan is reviewed every six months. A Service Coordinator is available to assist the family with referrals to other community resources. At least three months prior to age three, the team will discuss transition to 3-5 year old services or to other community programs.

Entrance into Early Childhood Special Education services (ECSE) is either through a planned transition from Infant and Toddler Early Intervention Services or through a developmental evaluation to determine eligibility. Help Me Grow staff will assist parents of children ages 3 to 5 when they are entering services or an evaluation process for the first time.

Developmental Evaluation
The developmental evaluation for 3 to 6 year olds is planned to look closely at those areas where there is a concern or question about development. Often the evaluation will begin with a screening, parent interview, an observation and/or a review of developmental and medical history. This information helps to guide the planning of the evaluation. The evaluation for preschool children most often takes place in their home, preschool or child care settings.

Eligibility for ECSE Services (Part B Services)
Children three through six years may be eligible for ECSE services, under the category of Developmental Delay, when they demonstrate two areas of delay (-1.5 SD or greater). In addition to eligibility under the criteria of Developmental Delay, young children may become eligible for ECSE or other related services under one or more of the Minnesota categorical eligibility criteria (see below).

Individual Education Plan (IEP)
If a child is determined eligible for special education services, the child's parents together with the education team will write a plan for intervention. This is called the "Individual Education Plan" or "IEP". This plan is reviewed annually, with additional progress notes periodically through the year. Most children ages 3 to 5 receive early childhood special education services in a preschool program within their community. ECSE teachers, speech therapists and other related service providers are available to support the learning of children on an IEP in preschool. Transportation is available to preschool at no cost to families for children attending on an IEP.

All students are general education students first. For those students who meet state eligibility requirements, special education instruction supplements the general education curriculum. Special education staff and related service providers work to adapt curriculum and design interventions to promote optimal learning for children identified with a disability or specific learning need.

Children from birth to kindergarten entrance may become eligible for Early Intervention services following a developmental evaluation. Developmental Delay is an eligibility category available only to children from birth through six years of age.

Children birth to three may be eligible for early intervention services if they have a diagnosed physical or mental condition or disorder that has a high probability of resulting in delay regardless of whether the child has a demonstrated need or delay OR if the child demonstrates a delay (-1.5 SD or greater), in one area of development.

Children three through six years may be eligible for special education services if they demonstrate two areas of delay (-1.5 SD or greater) OR if they have a diagnosed physical or mental condition or disorder that has a high probability of resulting in developmental delay with an evidence of need for special education

In addition to eligibility under the criteria of Developmental Delay, young children may become eligible for ECSE or other related services under one or more of the following Minnesota eligibility criteria:

Autism Spectrum Disorders
Deaf/Blindness
Deaf/Hard of Hearing
Developmental Cognitive Disability
Emotional or Behavioral Disorder
Other Health Disability
Physical Impairment
Severe Multiple Impairment
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment

For children from birth to three years of age the federal mandate requires that school districts complete an evaluation and share results with parents within 45 calendar days from the date of the referral. Because the birth to three evaluations are required to be comprehensive and multidisciplinary, it can take several appointments with the child and family to complete. Most testing will take place in the child's home.

For children age three and older the federal mandate requires that school districts complete an evaluation and share results with parents within 30 school days from the date permission to evaluate was signed by the parents. The number of appointments to complete the evaluation will vary depending on the amount of testing and observation needed. Testing may take place in the child's home, child care and/or preschool.

Parents are a valuable member of the IFSP or IEP team. Their opinions and observations are valued and need to recognized. Parents do have very specific legal rights to be included as a part of the IFSP or IEP team. Federal mandate requires that school districts follow due process guidelines in notifying parents of meetings and getting permission to initiate an IFSP or IEP. Parents rights in English and Spanish.

"No one understands your child like you do. You know his or her strengths, challenges, spirit and dreams better than anyone. You have a vision for your child's future and a sense of what it will take to achieve it. Your IEP team members need you to provide this information...Not only do you have a unique understanding of your child, you also have a lifelong connection." An excerpt from: Pacesetter Summer 2006

A Glossary of Terms for Early Intervention and Early Childhood Special Education
Common Acroynms used in Early Intervention
Advocacy with Insurance Companies
Advocacy Books and Videos
Advocacy Resources
Tips for writing to your state Senators or Representatives
For more resources on advocacy check our Other Resources link

What is the CCIEIC?
The CCIEIC is a committee formed to develop and implement policies and procedures that will identify and address the needs of children with special needs and their families in our local communities. Some of the committee's tasks include:

• Develop public awareness of available programs and services.
• Implement interagency systems to identify and refer infants and young children with disabilities and their families.
• Identify and evaluate all existing and future systems/services deing provided within the community to young children with disabilities and their families.
• Assure the development of individualized service plans for all eligible children with disabilities and their families.
• Develop a plan for the allocation of the CCIEIC funds as well as additional state and federal early intervention funds.
• Participate in needs assessments and program planning activities conducted by local agencies.
• Prepare a yearly summary on the progress of the community in serving young children with disabilities and their families.

Who is involved?

• Parents of young children with special needs
• Representatives from the following agencies:
  • ARC
  • CAP Agency- Head Start and CCR&R
  • Carver County Community Health Services
  • Carver County Community Social Services
  • Public and private agency representatives
  • Representatives from all four school districts in Carver County (District 112, 110, 108 and 111) and the Carver Scott Educational Cooperative

How often does the CCIEIC meet?
The committee meets 8-10 times each year and has sub committees and/or task forces which meet as needed. Meetings are usually held in Chaska.

Why is parent involvement important?
Your experience as a parent of a child with special needs provides you with a unique point of view. Your input will help improve the systems and services available to young children and their families in Carver County. The CCIEIC provides an opportunity to communicate with others about Early Intervention Services. If you would like more information about CCIEIC please contact Help Me Grow at 952-368-0160 or email us at firststep@cseced.org.