ECSE Leadership “Call”
June 3, 2020
Resources to Support Children Affected by Trauma
These are challenging times. We need to continue to show up and support our children.
•A Terrible Thing Happened by Margaret Homes
•6For children ages 4-7 years
•Something Happened in Our Town by Marianne Celano
•6For children ages 4-8 years
•Raising White Kids by Jennifer Harvey
•6For parents and families
•6Social Justice Topics by Various Authors at SocialJusticeBooks.org
•6For various ages
Resources to Support Children Affected by Trauma 2
•How to talk to kids about tragedies in the media
•6Child Development Institute: https://childdevelopmentinfo.com/how-to-be-a-parent/communication/talk-to-kids-media-violence/#gs.7pfz9e
•Helping children cope with frightening news
•6Child Mind Institute: https://childmind.org/article/helping-children-cope-frightening-news/
•Helping young children cope with trauma
•Supporting vulnerable students in stressful times: Tips for parents
•6National Association of School Psychologists: https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity/social-justice/supporting-vulnerable-students-in-stressful-times-tips-for-parents
Summer Guidance: ESY
Governor Walz and Commissioner Ricker have announced that Minnesota public school districts and charter schools may choose to use either:
•a hybrid in-person and distance learning model, or
•a distance learning model for summer learning.
This also applies to extended school year services.
School buildings may also host other summer programming, if they can adhere to the updated public health guidelines.
In-School Special Education Services
Beginning during summer learning and Extended School Year, a school district or charter school may provide in-school special education services, and assessments or observations needed for special education evaluations.
Under no circumstances should school staff provide special education services at the student’s home or place of residence.
Districts are highly encouraged to complete initial Part C and Part B initial evaluations/reevaluations that require in person assessments and observations during summer programming, in accordance with MDH guidance.
Initial evaluations may be offered even if a district or charter school is not offering a hybrid instructional model.
ESY for “potentially eligible” 3 year olds on an IFSP?
In this unique circumstance, the child is not actually a Part C eligible child entitled to year round services, but instead is a child potentially eligible child for Part B that the district is unable to complete the evaluation for and is subject to the same school year as other three year olds.
If this child would not have received ESY if you had been able to develop an IEP they will not receive summer services through the IFSP.
Continuing summer services to the child under the IFSP would provide more than the other similarly situated children (over the age of three, with an IEP, not in need of ESY), and this was not the intention of the exception provided by MDE for children transitioning from Part C to Part B.
Instructional Setting Changes for 2020-2021 and Beyond
Child Age and Grade
Age 3 or 4 and Grade EC
Age 4 and Grade HK
Age 5 and Grade EC
Age 5 and Grade HK
Age 6 and Grade EC
Children change grade levels on July 1 of each year
A child served by ECSE during the 2019-2020 school year who will be a kindergarten student in the 2020-2021 school year is reported as grade HK in the first enrollment record created on or after July 1, 2020.
If child receives ESY through the ECSE program during the summer and that ESY services is provided to the child after July 1, the child’s grade level for ESY is HK and the instructional setting for that service must be reported as 01-08.
Regional Leaders: Identified challenges to item-level assessment
1.Leaders may not know whether submitted item level data was sufficient to generate COSF rating.
2.Leaders may not know what the generated rating was for each student.
3.Teachers may not know which reporting option (item-level vs. COS) applies to each of their students.
4.The voice of parents may be lost in the process.
5.Workload concerns for special educators and regular educators.
Regional Leaders: More challenges to item-level assessment
6.Completing assessment is difficult for kids who receive lower dosage services (e.g., 2 half-days per week).
7.Children eligible under speech and language.
8.Teachers and leaders across the state need an opportunity to experience the value to them and to their programs of item-level ongoing data collection and submission.
9.Regular education and ECSE within a district may use different tools.
Regional Leaders: And more challenges to item-level assessment
10.EC or ECSE may not be completing the entire tool or really using a reported tool at all. The responsibility may not be clear—who is really supposed to complete the tool?
11.Relationship issues between ECSE and regular education.
12.Turnover of ECSE and EC staff.
13.Differences across districts. State can’t take a one-size-fits-all approach to technical assistance and professional development.
14.Lack of accountability around use of assessment across all EC programs.
15.Challenges with technology.
1.Delay requirement to the 2022-23 school year.
2.Survey ECSE leaders regarding identified challenges. Use responses to priorities.
3.Provide an opportunity through the survey for leaders to share successes. Catalog.
4.Create opportunities for EC and ECSE leaders to come together for support and TA/PD.
Summer email updates
Please send any changes in email addresses to firstname.lastname@example.org
Include changes in your district
•6Change in district email convention
•6Share changes you are aware of in your region
•6New email for Lisa beginning 7/7/2020: email@example.com
Family Engagement Strategies
Cat Tamminga: Part C Coordinator