• Early Childhood Special Education (ECSE):


    Forest Lake Area Schools provides ECSE services to students ages Birth to 5 years who meet state criteria for those services. Most students who receive ECSE services have a diagnosis of Developmental Delay, but students with any disability category can receive service in an ECSE program.

    Developmental Delay (DD)/Early Childhood Special Education ages Birth-2:
    Forest Lake Area Schools provides services to students with an educational diagnosis of DD at the family’s home or child care center when children are ages Birth - 2 years. Children receive different types and different intensities of service based on their identified special education needs, but the purpose of home visits is to help caregivers learn to influence the child’s development in the educator’s absence. Participation by the caregiver in home visit sessions is critical to this purpose. Children diagnosed with DD need intervention in one or more of the following developmental domains; social/emotional development, language/cognition development, or fine or gross motor development.

    Developmental Delay (DD)/Early Childhood Special Education ages 3-5:
    Forest Lake Area Schools provides services to students with an educational diagnosis of DD at the Central Learning Center when children are ages 3 – 5 years. Children receive different types and different intensities of service based on their identified special education needs. As often as possible, children receive their special education instruction with their preschool peers. Children diagnosed with DD need instruction in one or more of the following developmental domains; social/emotional development, language/cognition development, or fine or gross motor development.

  • Infant and Toddler Intervention Services


    Minnesota Rule Chapter 3525.1350

    Subpart 1. Services required.
    Infant and toddler intervention services under United States Code, title 20, chapter 33, sections 1431, et seq., and Code of Federal Regulations, title 34, part 303, must be available to children from birth through two years of age who meet the criteria described in subpart 2.

    Subp. 2. Criteria for birth through two years of age.
    The team shall determine that a child from birth through the age of two years is eligible for infant and toddler intervention services if:

    A. the child meets the criteria of one of the disability categories in United States Code, title 20, chapter 33, sections 1400, et seq., as defined in Minnesota Rules; or
    B. the child meets one of the criteria for developmental delay in subitem (1) or the criteria in subitem (2):
       1. the child has a diagnosed physical or mental condition or disorder that has a high probability of resulting in developmental delay regardless of whether the child has a demonstrated need or delay; or
       2. the child is experiencing a developmental delay that is demonstrated by a score of 1.5 standard deviations or more below the mean, as measured by the appropriate diagnostic measures and procedures, in one or more of the following areas:
       a. cognitive development;
       b. physical development, including vision and hearing;
       c. communication development;
       d. social or emotional development; and
       e. adaptive development.

    Supb. 3. [Renumbered 3525.1351]

    Subp. 4. Evaluation.
    The evaluation used to determine whether a child is eligible for infant and toddler intervention services must be conducted within the timelines established in Code of Federal Regulations, title 34, part 303. It must be based on informed clinical opinion; must be multidisciplinary in nature, involving two or more disciplines or professions; and must be conducted by personnel trained to utilize appropriate methods and procedures. The evaluation must include:

    A. a review of the child's current records related to health status and medical history;
    B. an evaluation of the child's levels of cognitive, physical, communication, social or emotional, and adaptive developmental functioning;
    C. an assessment of the unique needs of the child in terms of each of the developmental areas in item B; and
    D. at least one documented, systematic observation in the child's daily routine setting by an appropriate professional or, if observation in the daily setting is not possible, the alternative setting must be justified.

    Subp. 5. Transition.
    The service coordinator provided for in Minnesota Statutes, section 125A.33, must facilitate transition from infant and toddler intervention services before the child's third birthday. The IFSP must include steps to determine and document eligibility for special education, and steps to support the transition of the child to special education under United States Code, title 20, chapter 33, sections 1411 et seq., and Code of Federal Regulations, title 34, part 300, or to other appropriate community-based services that may be available.

    A. For a child who may be eligible for special education services under United States Code, title 20, chapter 33, sections 1411 et seq., and Code of Federal Regulations, title 34, part 300, the service coordinator must, with the approval of the family of the child, convene a conference between the family, the local educational agency, and community-based service providers to discuss services that the child may receive under United States Code, title 20, chapter 33, sections 1411 et seq., and Code of Federal Regulations, title 34, part 300. The conference must be held not less than 90 days, and, at the discretion of all the parties, not more than nine months, before the child is eligible for the preschool services.
    B. For a child who may not be eligible for special education services under United States Code, title 20, chapter 33, sections 1411 et seq., and Code of Federal Regulations, title 34, part 300, the service coordinator must, with the approval of the family, take reasonable steps, to convene a conference between the family, the lead agency, and community-based service providers to discuss appropriate services that the child may receive after exiting infant and toddler intervention services.

    STAT AUTH: MS s 14.389; 121.11; 125A.07; L 1994 c 647 art 3 s 23; L 1999 c 123 s 19,20
    HIST: 19 SR 2432; L 1998 c 397 art 11 s 3; 24 SR 1799; 26 SR 657; 32 SR 653

    Current as of 10/12/07