Early Childhood Special Education

Early Childhood Special Education (ECSE) programs provide supports and services to infants, toddlers and preschool children with disabilities and their families.  The resources below support the implementation of evidence-based practices.  “Our job is to ensure that the best we know is happening every day, in every program, for every child.”--Renee Bradley, U.S. Department of Education.

Notice of New Policy and Opportunities for Public Comment:
New Part C System of Payment Policy and Third Party Billing Consent Form.

The Office of Special Education Programs requires that prior to adopting any new policy or procedure the state must: 1) hold public hearings on the new policy or procedure; 2) provide notice of the hearings at least 30 days before the hearings are conducted; and, 3) provide an opportunity for the general public to comment for at least 30 days on the new policy or procedure. 34 CFR §303.208 (b). A system of payments is required under 34 CFR §303.500 and must meet the requirements of §§303.520 and 303.521.

Public Comment Period. The new Systems of Payment Policy, including the revised Third Party Billing Consent form will be available for public comment through March 15, 2015. Please send any comments on the policy and/or form to mde.ecse@state.mn.us.

Public Hearings. Two public hearings will be held for discussion and comment on the proposed System of Payments Policy.

Thursday, March 12, 2015 8:45 a.m.
Governor’s Interagency Coordinating Council (ICC) meeting
Minnesota Department of Education, Conference Center B, Room 18
1500 Hwy 36 West, Roseville, MN 55113
Phone in option for the ICC meeting: Dial In Number: 1-888-742-5095
Conference Code: 9855145430

Monday, March 16, 2015 3:00 p.m.
Via Conference Call Only. Dial In Number: 1-888-742-5095
Conference Code: 9855145430

Minnesota Centers of Excellence (MNCoE) are regionally positioned to ensure that early childhood professionals will have the knowledge, skills and supports necessary to be effective in their respective roles in order to increase the probability that young children with disabilities and their families achieve positive outcomes. These goals are accomplished through a high quality, comprehensive, coordinated system of professional development that includes regionalized support, technical assistance and training. Find our more at http://mncoe.org/.

The Family Outcomes Survey (Part C Version) is given to families of infants or toddlers with disabilities by their primary service provider. The survey shall be given for all children who have been served by Part C for six months or more as the child turns age three or is exiting Part C for any reason. The Minnesota Department of Education relies on responses from families to meet federal reporting requirements.  Each state is required to report the percent of families participating in Part C who report that early intervention services have helped their family:

• Know their rights
• Effectively communicate their children's needs
• Help their children develop and learn

The  Family Outcome Survey is available in English, Arabic, Cambodian, CroatianHmong, Korean, Laotian, Chinese, Oromo, Russian, Somali, Spanish, and Vietnamese

The Family Outcomes Survey Cover Letter explains to families why data is being collected and how the information will be used. The cover letter is available in the following languages: English, Arabic, Cambodian, Croatian, Hmong, Korean, Laotian, Chinese, Oromo, Russian, Somali, Spanish, and Vietnamese

The Bilingual Early Language Assessment, the BELA, An assessment instrument to be used with bilingual children from 2.9 to 5 years old. It is now available in English, Hmong, Oromo and Russian.