A Guide to Washington Services for 3-5 Year Olds with Disabilities
New parents have a lot to manage. Concern about whether a child’s growth and development are on track can be confusing. This toolkit provides places to begin if caregivers suspect that a baby or young child may need services due to a developmental delay or disability.
Compulsory attendance begins at 8 years of age and continues until the age of 18 unless the student qualifies for certain exceptions.
Infants and toddlers receiving early intervention services may be eligible to start preschool as early as 3 years old to continue receiving specialized instruction and related services.
A student aged 4 years old by August 31 may be screened for Transition to Kindergarten (TK), a state program designed for students who need additional support to be successful in kindergarten the following year.
A child must have turned 5 years old by August 31 to enroll in kindergarten, and 6 years old to enroll in first grade.
When registering your student for school, contact the school to find out what documents are required in addition to those listed in this article.
Students with a condition that may require medication or treatment
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If your child has never enrolled in school, back to school season can be a confusing time. This article answers frequently asked questions about school entrance age, compulsory education, and the enrollment process. Note that “enrollment” and “registration” are used interchangeably regarding the steps leading up to a student starting school and within the OSPI (Office of Superintendent of Public Instruction) website.
At what age are children required to attend school?
Federal law protects the rights of children and youth to receive a publicly funded education. This is called compulsory education, or compulsory attendance. The age at which a child must begin school varies by state. In Washington state, children must begin attending school full-time at the age of 8 and continue attending regularly until the age of 18 (RCW 28A.225.010).
There are some exceptions to compulsory attendance, including if a child is –
enrolled in a private school, extension program, or residential school operated by the Department of Social and Health Services (DSHS) or the Department of Children, Youth, and Families (DCYF).
enrolled in home-based instruction that meets State supervision requirements.
excused by the school district superintendent for physical or mental incapacity.
incarcerated in an adult correctional facility.
temporarily excused upon the request of the parents when the excused absences meet additional requirements under Washington state law (RCW 28A.225.010).
Compulsory attendance is required in Washington until the age of 18, unless the student is 16 years or older and meets additional criteria for emancipation, graduation, or certification (RCW 28A.225.010).
At what age can a student begin attending school?
Students with special needs or disabilities may qualify for early education programs. An infant or toddler with a disability or developmental delay receiving early intervention services may be eligible to start preschool between the ages of 3-5 to continue receiving specialized instruction and related services through the public school district until they reach the minimum enrollment age for kindergarten. Washington’s Transition to Kindergarten (TK) program screens 4-year-olds with a birthday by August 31st to identify those in need of additional preparation to be successful in kindergarten.
Parents may choose to enroll a child in kindergarten at 5 years old, if the birthday occurred before August 31st of the same year, but kindergarten is not required under compulsory education. Similarly, a child must be 6 years of age to enroll in first grade.
Families have the right to choose whether to enroll their students in school until the child turns 8 years old and compulsory attendance applies.
How do I enroll my student in school?
If this is the first time your child will attend this school, call the school and ask what you must bring with you to enroll your child and the best time to go to the school for enrollment. Consider that things will be busiest right before the school day starts, during lunch breaks, and as school is ending. Also find out if there is an on-site school nurse and the best time to reach that person.
Proof of age (e.g., birth certificate or passport).
Health history, including name, address, and phone number of child’s doctor and dentist.
Proof of residency (e.g., utility bill, tax statement).
Parent or guardian’s telephone numbers.
Child’s immunization records.
If your child has attended another school, also provide:
Withdrawal form or report card from the last school attended.
Expulsion statement.
Enrollment for Military-Connected Students
A Washington law passed in 2019 (HB 1210-S.SL, School Enrollment-Nonresident Children from Military Families) allows advance enrollment of children of active-duty service members with official military orders transferring or pending transfer into the state. This means that qualifying children must be conditionally enrolled in a specific school and program and registered for courses. The parent must provide proof of residence within fourteen days of the arrival date listed in the military orders before the school will finalize the enrollment. The address on the proof of residency may be a temporary on-base detailing facility; a purchased or leased residence, or a signed purchase and sale or lease agreement; or military housing, including privatized and off-base housing. The child will be conditionally enrolled and registered for courses.
Additional Considerations for Military-Connected Students
Children with parents in the uniformed services may be covered by the Interstate Compact on Educational Opportunities for Military Children, also known as MIC3, was created with the hope that students will not lose academic time during military-related relocation, obtain an appropriate placement, and be able to graduate on time. MIC3 provides uniform policy guidance for how public schools address common challenges military-connected students experience when relocating, including several issues related to enrollment. Learn more about how to resolve Compact-related issues with this MIC3 Step-by-Step Checklist.
Youth and young adults with disabilities may also have diverse sexualities and gender identities.
Students can experience discrimination based on disability, and face discrimination based on sexual orientation, gender identity, and gender expression.
LGBTQ+ is an acronym that stands for lesbian, gay, bisexual, transgender, queer (or sometimes questioning), and others. The “plus” represents other gender identities including pansexual, Two-Spirit, non-binary, gender-fluid.
LGBTQ identities are NOT disabilities, but students with disabilities may also be LGBTQ+.
LGBTQ+ youth with disabilities report high rates of harassment and are more likely to be bullied or harassed than students without disabilities.
Race, ethnicity, nationality, disability, sexual orientation, gender identity, and gender expression are all protected classes under Washington law.
PAVE’s Parent Training and Information (PTI) staff help families understand and navigate service systems for children 0-26. Click Get Help on the PAVE website or call 800-572-7368.
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LGBTQ+ is an acronym that stands for lesbian, gay, bisexual, transgender, queer (or sometimes questioning), and others. The “plus” represents other gender identities including pansexual, Two-Spirit, non-binary, gender-fluid.
Youth and young adults with disabilities may also have diverse sexualities and gender identities. LGBTQ+ identities are NOT disabilities, but students with disabilities may also be LGBTQ+. The prevalence of disability among LGBQT+ youth is not clear, but research is emerging. The Human Rights Campaign (HRC) Foundation 2018 LGBTQ+ Youth Report surveyed over 12,000 LGBTQ+ youth aged 13-17 from across the United States. One in seven (15%) LGBTQ+ youth said they had a disability. A 2020 Trevor Project survey found that 5% of LGBTQ+ reported having deafness or a hearing disability, whereas a 2021 Trevor Project survey found that 5% of LGBTQ+ youth were diagnosed with autism.
Discrimination is defined as the unjust or prejudicial treatment of people who may fall into different classes, or categories, such as race, ancestry, age, gender, or disability. Many categories of people are specifically protected by laws because of historical and current discrimination. In the United States, protected classes include age, ancestry, color, disability, ethnicity, gender, gender identity or expression, genetic information, HIV/AIDS status, military status, national origin, pregnancy, race, religion, sex, sexual orientation, and veteran status.
Individuals may have many different “identities,” some of which they may choose, others they are born with, and still others which may occur during their lifetime. For instance, someone may be born female, be a parent, be a teacher, be a military veteran, have a disability, be a lesbian, and be married. Someone else may be born male, identify and express as a female, be descended from Italian immigrants to the United States, be single, and be heterosexual.
When someone has two or more identities, and each identity may be the target of discrimination, that is called “intersectionality.” Intersectionality may increase the chance of a person experiencing discrimination.
According to the HRC Foundation, “more than one-third (36%) of disabled LGBTQ+ students say they have been bullied or harassed in school because of their disability, while three in ten (30%) say they have felt unsafe at school because of their disability.”
Washington specifically protects LGBTQ+ students in public schools from discrimination based on sexual orientation, gender identity, and gender expression. Washington also has laws to protect students from discrimination based on disability. These laws are in addition to federal laws that also protect individuals from discrimination.
From January 31, 2020, all districts in Washington must have a policy and procedures that includes all elements of a model policy for gender inclusive schools and procedures. Gender-inclusive schools help all students by reducing gender stereotypes and result in better outcomes both inside and outside of school[1] for students who are transgender, cisgender, or nonbinary. The model policy is from Washington Association School Board Directors Association (WSSDA).
Safe & Nondiscriminatory Environment, Free from Harassment
Names, Pronouns, and Gender Designations
Dress Codes and Gender Expression
Sex-segregated Facilities and Activities
Confidential Educational and Health Information
A Guide for Educators and Parents/Guardians on Supporting LGBTQ Students with an IEP or 504 Plan was produced by The HRC Foundation, National Association of School Psychologists, National Association of Secondary School Principals, National Center for Lesbian Rights, and the National Education Association. This guide emphasizes that “Ideally, students should be allowed access to needed resources, services, restrooms and locker rooms without such access being written into a Section 504 Plan or IEP, but there are times when including specific provisions about equal access may be necessary to ensure that students are able to access school programs and facilities and benefit from classroom instruction.”
If you are concerned about your child’s rights in school:
As a first step, OSPI suggests “A discussion with your school principal, or civil rights coordinator at the school district, is often the best first step to address your concerns or disagreements about discrimination and work toward a solution. Share what happened and let the principal or coordinator know what they can do to help resolve the problem.
If you cannot resolve the concern or disagreement this way, you can file a complaint”.
LGBTQ+ students and their families can also reach out to OSPI’s Equity and Civil Rights Office at 360–725–6162 or equity@k12.wa.us. While program staff are not allowed to provide specific legal advice, they are available to listen to concerns and to provide helpful resources and guidance.
Students and families can visit the Equity and Civil Rights Office’s Gender-Inclusive Schools webpage for additional information specific to LGBTQ+ students’ rights.
You can utilize this document when preparing for the transition planning process to collect essential Part C data that will be taken into account during the Part B evaluation and eligibility determination phase.
The team will review the documentation of currents needs from all sources, including:
Medical documentation and diagnosis
IFSP assessment information
Other sources
The team will review the present levels of development described in the IFSP, including:
Documentation of IFSP Services Provided
Present levels of development in each of the following domains:
Physical Development (vision, hearing, and health)
Cognitive Development
Communication Development
Social – Emotional Development
Adaptive development
During the transition conference, the team will discuss the child’s individual status for the following three measurements to help understand how well they are doing compared to what is typically expected for their age.
Social Relationships
Knowledge and Skills
Action to Meet Needs
At the transition conference, the team will determine whether the child meets the eligibility criteria for Part B, Section 619 services based on the child’s developmental needs. These needs can be identified in physician’s statements and family member interviews regarding-
The Individualized Family Service Plan (IFSP) ends when a child turns 3. Transitioning to a services under an Individualized Education Program (IEP) requires a new evaluation and is a team-led process. Let this handout serve as your cheat sheet for the differences between the IFSP and IEP.
Individualized Family Service Plan (IFSP)
Individualized Education Program (IEP)
Ages: Birth (0) to 3 years old Governed by: Individuals with Disabilities Education Act (IDEA), Part C Also known as early intervention services (EIS)
Ages: 3-21 years old Governed by: Individuals with Disabilities Education Act (IDEA), Part B Also known as special education services
Eligibility Criteria
Eligibility Criteria
Division 125% or 1.5 SD (Standard Deviation) below the mean in one or more of the following areas of development:
1. Cognitive 2. Physical (fine or gross motor) 3. Communication (receptive or expressive language) 4. Social or Emotional 5. Adaptive
or – Diagnosed physical or medical condition that has a high probability of resulting in delay, such as but not limited to:
Chromosomal abnormalities Genetic or congenital disorders Sensory impairments Inborn errors of metabolism Disorders reflecting disturbance of the development of the nervous system Congenital infections Severe attachment disorders Disorders secondary to exposure to toxic substances, including fetal alcohol syndrome
2 SD (Standard Deviation ) below the mean in one or more areas of development or – 1.5 SD below the mean in two or more areas of development meaning –
Has one or more of the following disabilities
1. Developmental Delay (ages 3-8) Upon his/her 8th birthday, your child must be eligible under a different category 2. Specific Learning Disability 3. Intellectual Disability 4. Autism 5 Hearing Impairment 6. Emotional Disturbance 7. Deaf-blindness 8. Multiple Disabilities 9. Orthopedic Impairment 10. Other Health Impairment 11. Deafness 12. Speech/Language Impairment 13. Traumatic Brain Injury
and – The disability/disabilities adversely affect his/her educational performance and – His/her unique needs cannot be addressed through education in general education classes alone, with or without individual accommodations, and require specially designed instruction (SDI)
The IFSP outlines the family’s needs in supporting the child’s developmental progress. During the first three years of development, the child’s needs are closely related to the needs of the family. Recognizing parents as major contributors in development, the IFSP builds upon the individual strengths of the family to address the needs of the child.
The IEP is a comprehensive plan for school-age children, addressing their educational needs and academic goals. The IEP specifies the special education services, goals, and accommodations necessary for the child’s education. Goals are typically related to academic, functional, and behavioral areas.
Location of Services
Location of Services
Infants and toddlers usually spend their days at home or in childcare settings. These are their “natural environment”. By receiving their IFSP services in the natural environment, the family learns to use natural learning opportunities (like playtime, meals, or baths) to create countless opportunities for the child to practice and develop delayed skills. It also includes the family’s social and cultural networks, promoting full participation in community life.
At age 3, a child becomes eligible for special education and related services. They may receive services through a preschool, center based and family childcare center, Early Childhood Education and Assistance Program (ECEAP), or Transitional Kindergarten. IEP services must be provided in the “least restrictive environment”, meaning that the child should be with typically developing peers (those without disabilities) as much as the team agrees is appropriate for the child.
Frequency of Review and Re-Evaluation
Frequency of Review and Re-Evaluation
The IFSP has two different types of reviews:
The periodic review occurs at least every six months, or more frequently if necessary for the child’s condition. During the review, the team discusses progress toward family outcomes (goals), any new assessment information, and whether the IFSP needs to be changed or updated.
At the annual meeting, the team will update the present levels of development, develop new outcomes bearing in mind the family’s priorities, and consider services that will be needed and provided moving forward.
The IEP must be reviewed, at a minimum, yearly. This annual review allows the IEP team to assess the student’s progress, make any necessary adjustments to goals and services, and ensure that the IEP continues to meet the student’s needs. Every three years, a reevaluation is conducted if deemed necessary. This reevaluation can help determine if the student’s disability and needs have changed and if the services and goals in the IEP need modification. *Parents may request an IEP meeting at any time.
Infant and Early Childhood Mental Health (IECMH) is a term that describes how young children develop socially and emotionally. They learn about their emotions form close and secure relationships with their caregivers and family members. They learn and explore the environment – all in the context of family, community, and culture.
Families concerned about a child’s development can call the Family Health Hotline at 1-800-322-2588, with support in multiple languages. Parents can complete a developmental screening online for free at Parent Help 123.
PAVE’s Parent Training and Information (PTI) staff help families understand and navigate service systems for children 0-26. Click Get Help on the PAVE website or call 800-572-7368.
Early Support for Infants and Toddlers (ESIT) helps young children with disabilities or delays to learn and supports their unique development.
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New parents may struggle to know whether their child’s emotional development is on track. They may have a feeling that a milestone is missed, or they may observe siblings or the emotional well-being of other children and notice their child is developing differently. Sometimes a parent just needs reassurance. Other times, a child may have a developmental delay or a disability. In those cases, early support, including Infant Early Childhood Mental Health (IECMH) can be critical to a child’s lifelong learning and development.
IECMH is a term that describes how very young children develop socially and emotionally. They form relationships with other people. They learn about their emotions and how to control them. This happens in the settings of their family, community, and culture. (Zero to Three, Basics of Early Childhood Mental Health, 2017).
According to Best Starts for Kids, relationships are at the heart of human development and thriving for infants, toddlers, and young children. Relationships with parents and caregivers give very young children the social and emotional foundations they need to learn and thrive.
The Washington Health Care Authority reports around 1 in 6 young children has a diagnosed mental, behavioral, or developmental condition (Cree et al., 2018). These conditions may be treated with infant early childhood mental health (IECMH) services.
Services work to improve the quality of the child’s relationship with parents or caregivers. They can:
Help the distress of the mental health concern.
Support the return to healthy development and behavior.
When families receive Early Support for Infants and Toddlers (ESIT) services for a child, the child is tested as part of an Individualized Family Service Plan (IFSP).
The evaluation looks at the child’s ability to:
Identify and understand their own feelings;
Accurately notice and understand other people’s emotional states.
Manage strong emotions in a positive way.
Control their behavior.
Develop empathy (understand how people feel based on the child’s own experience)
Make and support relationships.
The evaluation may show the child is not developing well in some of these areas. IECMH services may help.
Some examples of Infant and Early Childhood Mental Health services include:
Early Childhood Mental Health Consultation
Parent training
Childcare provider training
Group training
Parent Behavioral Therapy
Cognitive Behavioral Therapy
Infant/Child – Parent Psychotherapy
Play therapy
If you are concerned about a child’s development:
To learn about typical development, read the birth-to-6 pre-screening chart in English or Spanish
Please Ask is a three-minute video that shows the importance of referring infants and toddlers for early intervention. ESIT is a part if the Department of Children, Youth and Families
This two-part video series provides information about the rights of babies, toddlers, and young children with developmental delays or disabilities.
Part 1 provides information about early support services for babies through age 3. An interactive exercise is included to help families better understand how to participate in development of functional outcomes as part of the Individualized Family Service Plan (IFSP). The video includes information about how early support services are provided and delivered in Washington State and where to begin. Keep in mind that early services are provided in the natural environment—places where babies and toddlers would spend their days if there was no disability.
Part 2 includes information about the transition from early services into preschool and primary school. Families will learn how decisions are made about eligibility for an Individualized Education Program (IEP) and how to participate in educational decision-making for their child. Inclusion in general education is covered, with information about federal requirements for services in the Least Restrictive Environment, to the maximum extent appropriate. The video explains the components of an IEP and provides advocacy tips to support parents and children throughout their educational years.
Families can reach out for individualized assistance from our Parent Training and Information (PTI) staff at PAVE. Click Get Help or call 800-572-7368.
After you view the video, please take a quick moment to complete our survey. Your feedback is valuable!
Some people infected by the SARS-CoV-2 virus experience long-term symptoms—called Long COVID. If lasting symptoms significantly impact a person’s life, their ability to work, or their access to school, disability laws are in place to protect and support them.
Among federal laws that support disability rights are the Americans with Disabilities Act (ADA), the Rehabilitation Act of 1973 (which includes Section 504), and the Individuals with Disabilities Education Act (IDEA). Note that Part B of the IDEA supports special education services for ages 3-21, and Part C provides early interventions for children birth-3.
Disability protections are also provided by Section 1557 of the Patient Protection and Affordable Care Act. The U.S. Department of Health and Human Services with the Civil Rights Division of the Department of Justice provide guidance on the HHS.gov website: Guidance on “Long COVID” as a Disability Under the ADA, Section 504, and Section 1557.
If a student with Long COVID is impacted, they can be evaluated to determine eligibility for school-based services. For students already identified for school-based services, Long COVID might entitle the student to additional or adjusted services. The Office of Special Education and Rehabilitation Services (OSERS), issued a Fact Sheet July 26, 2021, explaining the rights of children who may have a disability condition related to Long COVID. The rest of this article focuses on protections for children and students.
Section 504 support
Section 504 is part of the Rehabilitation Act and includes protections for individuals accessing a public space, service, or program. A person of any age with a disability has the right to accommodations and modifications if their disability condition significantly impacts a major life activity, such as breathing, walking, learning…. Section 504 guarantees equitable access to opportunities publicly available to people without disabilities. If COVID infection has caused a disability condition because of its lasting impacts, then Section 504 protections may apply.
In school, a Section 504 Plan provides a student with support in general education. Criteria are broad and determined if the student has a disability condition that impacts any aspect of their educational access. If so, the student is eligible for support to meet their needs.
For example, a student with Long COVID might have impacts to their breathing, walking, attention span, or stamina. They may need accommodations for a late start, a shortened school day, a reduced workload, or a place to rest while at school. If mental health is impacted, they may need social-emotional or behavioral supports to continue accessing their general education curriculum and class spaces.
School-based IEP services
If evaluation determines that Long COVID impacts a student (ages 3-21) to such a degree that special education and related services are necessary, then the student may be eligible for an Individualized Education Program (IEP). One eligibility category for IEP services, for example, is Other Health Impairment (OHI). For a full list of eligibility categories see PAVE’s article: IDEA: The Foundation of Special Education.
An educational evaluation determines:
Is there a disability?
Is there significant educational impact?
Does the student require Specially Designed Instruction and/or Related Services?
If Long COVID has created a condition in which all three criteria are met, then the student receives services with an IEP. If the student already has an IEP and a COVID infection has created new barriers to learning, then a new evaluation may be needed to determine what additional services the IEP team can consider.
Here are a few examples of how Specially Designed Instruction (SDI) and Related Services might be included in an IEP to support a student with Long COVID:
A teacher provides instruction differently to support a student whose ability to focus is significantly impacted by Long COVID. Progress toward a skill of attention/focus is tracked to see if there is improvement or if something about the teaching strategy needs an adjustment.
A teacher helps a student learn emotional coping strategies after Long COVID caused severe anxiety and mood dysregulation. A goal is set to track progress on this social emotional learning (SEL) skill.
A physical education teacher provides a specially designed PE program for a student with Long COVID whose symptoms get worse with physical exertion. Goals are set, and progress is monitored. See PAVE’s article about Adapted PE.
A student with lingering physical symptoms of COVID receives physical or occupational therapy as a Related Services through the IEP.
A student with psychological impacts from the illness receives counseling as a Related Service on the IEP.
Of course, this is a short and incomplete list of possibilities. IEP teams are responsible to develop programming that is individualized to meet a student’s unique and specific needs. Evaluation data is critical in development of the services and programming, and families have the right to request an Independent Educational Evaluation (IEE) at district expense if they don’t believe the district’s own data is accurate or comprehensive enough to develop an appropriate IEP.
The primary entitlement of a student receiving school-based services is FAPE—Free Appropriate Public Education. FAPE means that services enable progress that is appropriate in light of the child’s circumstances. If Long COVID has disabled a student’s ability to access school appropriately, then they may be entitled to FAPE. The services that provide FAPE are determined individually and by a team that includes family participants.
Early intervention services
Health officials are reporting developmental delays related to COVID infections. Young children, Birth-3, who have been ill with COVID and have ongoing symptoms may be eligible for disability protections from the IDEA Part C, which provides federal funds for early intervention services delivered through an Individualized Family Service Plan (IFSP). According to the OSERS document about Long COVID:
“A child suspected of having a disability should be referred as soon as possible, but in no case more than seven days, after the child has been identified. With parental consent, a timely, comprehensive, multidisciplinary evaluation must be completed, and if the child is determined eligible, a child and family assessment must be conducted to determine the appropriate early intervention services and supports for the child and family.”
Resources to help you
PAVE provides resource collections to support families of children in various ages and stages:
PAVE’s Family-to-Family Health Information Center (F2F) provides direct assistance for questions related to health and wellness, insurance, and access to medical services. For questions about early intervention or school-based services, our Parent Training and Information (PTI) staff can help. Click Get Help from our home page at wapave.org to request individualized support.
Early intervention services help infants and toddlers with disabilities or delays to learn and catch up in their development. This article covers some basics about services for young children in Washington State.
Families concerned about a child’s development can call the Family Health Hotline at 1-800-322-2588, with support in multiple languages. Parents can complete a developmental screening online for free at Parent Help 123.
PAVE’s Parent Training and Information (PTI) staff help families understand and navigate service systems for children 0-26. Click Get Help at wapave.org or call 800-572-7368.
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New parents may struggle to know whether their child’s growth and development are on track. They may have a feeling that a milestone is missed, or they may observe siblings or other children learning and developing differently. Sometimes a parent just needs reassurance. Other times, a child has a developmental delay or a disability. In those cases, early interventions can be critical to a child’s lifelong learning.
Seek guidance from a Family Resource Coordinator (FRC)
Washington families concerned about a young child’s development can call the Family Health Hotline at 1-800-322-2588 (TTY 1.800.833.6384) to connect with a Family Resource Coordinator (FRC). Support is provided in English, Spanish and other languages. Families can access developmental screening online for free at Parent Help 123 developmental screening tool.
Several state agencies collaborated to publish Early Learning and Development Guidelines. The booklet includes information about what children can do and learn at different stages of development, focused on birth through third grade. Families can purchase a hard copy of the guidelines from the state Department of Enterprise Services. Order at: myprint.wa.gov. A free downloadable version is available in English and Spanish from OSPI’s website on a page labeled: Early Learning and Development Guidelines.
Washington early services are provided by ESIT
In Washington, the Department of Children, Youth and Families (DCYF) administers services for eligible children from birth to age 3 through Early Support for Infants and Toddlers (ESIT). Families can contact ESIT directly, or they can reach out to their local school district to request an evaluation to determine eligibility and consider what support a child might need. The ESIT website includes videos to guide family caregivers and a collection of Parent Rights and Leadership resources, with multiple language options.
Early intervention services are provided in the child’s “natural environment,” which includes home and community settings where children would be participating if they did not have a disability. According to ESIT, “Early intervention services are designed to enable children birth to 3 with developmental delays or disabilities to be active and successful during the early childhood years and in the future in a variety of settings—in their homes, in childcare, in preschool or school programs, and in their communities.”
Early services are delivered through an IFSP
Children who qualify receive services through an Individualized Family Service Plan (IFSP). The right to an IFSP is protected by Part C of the Individuals with Disabilities Education Act (IDEA). The IDEA is a federal grant program that provides funding for states to implement early learning and special education programs. Part B of the IDEA protects an eligible school-age student’s right to an Individualized Education Program (IEP). Part A includes general guidance about the educational rights of children 0-21.
Family caregivers, childcare professionals, teachers, or anyone else can refer a child for an early learning evaluation if there is reason to suspect that a disability or developmental delay may be impacting the child’s growth and progress. The school district’s duty to seek out, evaluate and potentially serve infants, toddlers or school-aged students with known or suspected disabilities is guaranteed through the IDEA’s Child Find Mandate.
First Step: Evaluate to determine eligibility
Early intervention is intended for infants and toddlers who have a developmental delay or disability. Eligibility is determined by evaluating the child (with parental consent) to see if the little one does, in fact, have a delay in development or a disability. Eligible children can receive early intervention services from birth to the third birthday.
After a referral is accepted, a team of professionals uses standardized tools and observations to evaluate a child’s development in five areas:
: Reaching for and grasping toys, crawling, walking, jumping
: Watching activities, following simple directions, problem-solving
: Making needs known, initiating games, starting to take turns
: Vocalizing, babbling, using two- to three-word phrases
: Holding a bottle, eating with fingers, getting dressed
The tools used to evaluate a child provide scores that are compared with the scores of children who are typically developing. Eligibility is met based on one or more of these conditions:
Next Step: Develop a service plan
If an infant or toddler is eligible, early intervention services are designed to meet the child’s individual needs. Options might include, but are not limited to:
Assistive technology (devices a child might need)
Audiology or hearing services
Speech and language services
Counseling and training for a family
Medical services
Nursing services
Nutrition services
Occupational therapy
Physical therapy
Psychological services
Services are typically provided in the child’s home or other natural environment, such as daycare. They also can be offered in a medical hospital, a clinic, a school, or another community space.
Individualized Family Service Plan (IFSP): What is the plan?
The IFSP is a whole family plan, with the child’s primary caregivers as major contributors to its development and implementation. Parents/custodial caregivers must provide written consent for services to begin. In Washington, Family Resource Coordinators (FRCs) help write the IFSP. Team members may include medical professionals, therapists, child development specialists, social workers, and others with knowledge of the child and recommendations to contribute.
The IFSP includes goals, and progress is monitored to determine whether the plan is supporting appropriate outcomes. The plan is reviewed every six months and is updated at least once a year but can be reviewed at any time by request of parents or other team members. The IFSP includes:
The child’s current developmental levels and needs in physical, cognitive, communication, social/emotional, and adaptive areas
Family information: resources, priorities, and concerns of parents/caregivers.
Major results/outcomes expected from the child and family
Specific services:
Where services are provided—any services provided outside the child’s “natural environment” of home/daycare/community require a statement explaining the rationale for the placement
When the child receives services—the number of days or sessions for each service, and how long each session will last
Who pays for the services
Name and contact information for the Family Resource coordinator (FRC) responsible for IFSP implementation
Steps to begin at age 2.5 to support the child’s transition out of early intervention and perhaps into school-based services.
If relevant, additional services or information for the family—such as financial guidance or parenting support
Dispute resolution options are available
If parents have a concern or disagree with any part of the early intervention process, they can contact their Family Resource Coordinator (FRC). If issues remain unresolved, families may choose from a range of dispute resolution options that include mediation, due process, and more. ESIT provides access to a downloadable parent rights brochure with information about dispute resolution options in multiple languages.
Most services are free to families
Washington State provides most early intervention services at no cost to families of eligible children. Some services covered by insurance are billed to a child’s health insurance provider, with the signed consent of a family caregiver. The early intervention system may not use health care insurance (private or public) without express, written consent.
Part C of the IDEA requires states to provide the following services at no cost to families: Child Find (outreach and evaluation), assessments, IFSP development and review, and service coordination.
More resources
Learn the Signs. Act Early. The website includes tools for tracking milestones and materials for families to learn more and plan home-based activities to promote skill development. “Early intervention services can change a child’s developmental path and improve outcomes for children, families, and communities,” the CDC encourages. “Help your child, help your family! Families benefit from early intervention by being able to better meet their children’s needs from an early age and throughout their lives.”
The US Department of Education Office of Special Education Programs (OSEP) provides funding for the Early Childhood Technical Assistance Center (ectacenter.org), based at the University of North Carolina, Chapel Hill. The center builds state and local capacity to improve outcomes for young children with disabilities and their families.
PAVE’s Parent Training and Information (PTI) staff provide information, training, resources, and technical assistance to help family caregivers, students and professionals understand rights and responsibilities within education systems, including those for early learning. For support, complete an online help request at wapave.org or leave a message at the helpline: 1-800-572-7368/press 115.
The Individualized Family Service Plan (IFSP) ends when a child turns 3. A transition to a preschool plan with an Individualized Education Program (IEP) requires a new evaluation and is a team-led process:
Planning begins 6-9 months before the third birthday.
The Family Resource Coordinator (FRC) schedules a transition conference to design a written Transition Plan.
The transition includes an evaluation that is conducted by the local school district and usually begins 2-3 months before the child’s third birthday.
If the child is determined eligible, the child will transition from a family-centered program of early learning (IFSP) into a school-based program (IEP).
Parent participation is critical: You are an important member of the transition planning team!
To qualify for an IEP, the child must meet evaluation criteria under the Individuals with Disabilities Education Act (IDEA). Criteria for Birth-3 services (Part C of the IDEA) are slightly different than the criteria for Special Education programming available for ages 3-21 (Part B of the IDEA).
To qualify for an IEP: (1) The student is determined to have a qualifying disability. (2) The disability adversely impacts education. (3) The evaluation indicates a need for specially designed instruction.
Differences in Eligibility
IDEA Part C (Also called Early Intervention -IFSP)
IDEA Part B
(Also called Special Education – IEP)
25% or 1.5 SD (Standard Deviation) Below the mean in one area of development – OR-
2 SD (Standard Deviation ) below the mean in one or more areas of development – OR –
Diagnosed physical or medical condition that has a high probability of resulting in delay
1.5 SD below the mean in two or more areas of development
Qualifying Disability Categories for IEP:
Developmental Delay (ages 3-8)
Specific Learning Disability
Intellectual Disability
Autism
Hearing Impairment
Emotional Disturbance
Deaf-blindness
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Deafness
Speech/Language Impairment
Traumatic Brain Injury
A child who doesn’t qualify for an IEP:
May qualify for a Section 504 plan, which provides accommodations under the Rehabilitation Act of 1973 when:
The disability significantly limits one or more major life activities.
The student needs accommodations to access the general education curriculum.
May qualify for other services like Head Start, co-operative pre-school, paid pre-school or day care with early achievers, play-to-learn programs, and other early learning opportunities in a community setting.
Use this checklist to help track your family’s transition steps:
6-9 months before the child’s third birthday:
The Family Resource Coordinator (FRC) starts talking about transition.
The FRC transmits your child’s records to the school system, with your written consent. The most recent IFSP and evaluations/assessments are included.
If your child is potentially eligible for Part B services, a transition conference is scheduled.
Community resources are located.
Transition Conference:
Parent’s rights in special education are explained.
Options for early childhood special education and other appropriate services are discussed.
A transition time line is developed.
A transition plan is written into the IFSP.
Evaluation:
If you agree, you sign consent for evaluation.
Records from Early Intervention Services are received at the school.
Information from the family is considered.
Evaluation is completed, and the eligibility meeting is held within 35 school days so that an IEP can be developed before the child’s third birthday.
IEP Meeting:
The IEP meeting is scheduled with a formal written invitation with date, time and location.
Discussion and decision-making include the family, the FRC (with parent permission), and an early childhood special education staff member.
Eligibility for special education is decided.
If the child is eligible, the Draft IEP is brought to the team meeting and you will have the opportunity to agree or disagree.
You receive a copy of your rights and procedural safeguards.
If you agree, you sign consent for services to begin.
The IEP in action:
The child makes the transition from Early Intervention to Early Childhood Special Education or another pre-kindergarten arrangement, if chosen.
The IEP is in place by our child’s third birthday.
The team of professionals and parents continue working together to resolve any issues that arise.
All IEP team members communicate during this time of change.
Services for families with infants and very young children include family-focused, home-based support. Families are served with an Individualized Family Service Plan (IFSP). An IFSP ends when the child turns 3.
A child who qualifies for an Individualized Education Program (IEP) receives those services at school. Not all children who qualified for an IFSP will quality for an IEP. An IEP is for children ages 3-21, or until high-school graduation.
Families may transition from getting in-home help for their child with special needs to participating as members of an IEP team. This can feel like a big change. The information in this article can empower parents.
Transition planning starts at least half a year before the child’s third birthday. Providers, teachers, school administrators and the family start thinking and collaborating early about what the child might need to do well.
Read on to learn what parents need to know when a young child with special needs makes the transition from Birth-3 services into preschool or another program.
A parent-support agency called Informing Families provides a 12-minute video to guide parents through the early-learning transition process.
Full Article
When a child is born with a disability or the family realizes early that an impairment might impact a young child’s ability to learn and develop at a typical rate, the family can get help from the state. Early Support for Infants and Toddlers (ESIT) is managed by Washington’s Department of Children, Youth, and Families (DCYF).
Services for families with infants and very young children include family-focused, home-based support. When a child is ready to graduate from those early-learning services, the school district determines whether to conduct an educational evaluation to see whether the child qualifies for school-based services. If a child qualifies, the family and school district work together to generate an Individualized Education Program (IEP), which can begin at age 3 in preschool.
A child who qualifies for an IEP receives those services at school. Families transition from getting in-home help for their child with special needs to participating as members of the IEP team. The goals change, and parents help teachers and school staff talk about what the child needs to successfully access school and learning. This transition can be disorienting to some families. Read on for more detail.
Early Intervention can start from birth
Early intervention services are guaranteed by the Individuals with Disabilities Education Act (IDEA), under “Part C” of the IDEA. The U.S. Department of Education manages a federal grant program under the Office of Special Education Programs (OSEP) that helps states manage early intervention programs to support infants and young children and their families.
Part C services are available for infants and young children who:
Experience developmental delays, which are medically diagnosed to impact cognitive, physical, communication, social-emotional and/or adaptive skills
Have a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay
Washington’s ESIT program assigns agencies in each county to serve as a “lead agency” to coordinate early learning services and testing. The lead agency works with service providers and the family to review a child’s medical record, discuss any observations by caregivers, and conduct screenings to see what’s going on and whether the issues of concern meet criteria under Part C for early intervention.
When a child is found eligible for services, a Family Resource Coordinator (FRC) manages the case. The FRC helps to develop an Individualized Family Service Plan (IFSP). Each plan is unique and may involve individualized instruction, therapy services and supported access to community resources. The plan is designed around the needs of the child and family and is not based on a predetermined program model.
Family-based, early learning services end on the child’s third birthday. A new educational evaluation is required to see whether the student qualifies for an IEP under “Part B” of the IDEA.
Part B services are available for children ages 3-21 (or until high-school graduation) who:
Are significantly affected by that disability at school (“Significant Educational Impact” is determined with evidence and data)
Require specialized instruction to overcome the barriers of that disabling condition
To qualify for an IEP under the IDEA, a student meets criteria in one of 14 disability categories
Autism
Deaf-blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech / Language Impairment
Traumatic Brain Injury
Visual Impairment/Blindness
Developmental Delay (ages 0-8)
Note that the disability category of developmental delay can qualify a child for free, family-focused services to age 3 and school-based, IEP services through age 8.
Helpers get creative during “Part C-to-B Transition” planning
The FRC helps the family and school district get ready. Often this is referred to as “Part C-to-B Transition” planning, so it’s helpful when families understand that Parts C and B come from federal law, the IDEA (Individuals with Disabilities Education Act), designed to ensure that children with disabilities get the help they need to be successful at school and prepared for life.
For families who have received services through the state’s early-learning program (ESIT), Part C-to-B Transition planning starts at least half a year before the child’s third birthday. Providers, teachers, school administrators and the family start thinking and collaborating about what the child might need to do well. The work includes a “Transition Planning Conference,” which happens about 90 days before a child turns 3. The participants at this meeting write a plan for what services or community supports the child might receive.
Each plan is unique and designed to respond to individual needs. A child’s plan might indicate need for a specific child-care setting or medical-based therapies. The plan might include a referral to a specific, state-funded special-education preschool program through Head Start or the Early Childhood Education and Assistance Program (ECEAP, pronounced “E-Cap”). A transition plan also can name local playgroups or parent-support networks to connect the family to community resources. If a child’s educational evaluation has determined that the child is eligible for an IEP, then information about that is included.
Not all children who qualified for early-learning support will qualify for an IEP. Children who are not eligible for IEP services might be eligible to receive accommodations and support through a Section 504 Plan.
Early learning isn’t the only pathway to an IEP evaluation
Children who didn’t receive early-learning interventions can also be evaluated to determine whether they qualify for school-based services that can start as young as age 3 and can continue through age 21, or until a student graduates from high school.
Anyone with concerns about a child can refer the child for an educational evaluation. These referrals usually come from parents, teachers, medical providers or early-learning specialists. When a concerned adult formally requests an evaluation from the school district (best-practice is to make the request in writing), then the district is bound by the IDEA to respond to that request within 25 school days. PAVE provides a comprehensive article about the evaluation process.
The school district has a responsibility under the Child Find mandate of the IDEA to seek out and evaluate children with known or suspected disabilities who may need services.
When a school district agrees to evaluate, parents sign consent for the assessments to begin. The IDEA requires schools to complete an evaluation within 35 school days. For a child receiving early-learning services, the first IEP meeting is required on or before the child’s third birthday.
Families may invite whomever they want to an IEP meeting. For example, they can invite the Family Resource Coordinator (FRC), a family member, a friend or any other support person.
If the school district does not conduct an educational evaluation, or if the evaluation indicates that the child doesn’t qualify for school-based, IEP services, parents have the right to disagree with the school’s decision. The family can request a written statement that describes the school district’s position, with any information or data that was used to justify the decision.
PAVE’s Parent Training and Information (PTI) center provides technical assistance and can help parents understand how to participate in their child’s learning. Got to: wapave.org/get-help or call (253) 565-2266, 1-800-5-PARENT ext.115
The Arc of Washington hosts local Parent-to-Parent (P2P) programs across the state. Families can request a “support parent match” to talk with another parent who has already navigated this process. Visit Arcwa.org for more information.