Charting the Cs logo. Cooperation, Communication, Collaboration. Charting the Cs Conference 2025: April 29th To Literacy and Beyond Cooperation Communication Collaboration Put Me In Coach: Successful Collaboration in Part C Service Delivery April 29, 2025 MarleighVan Arsdale Katie Barth Jess Moen Child smiling in wheelchair holding basketball in air. Session Outcomes: ★Literature - Evidence - based literature in support of Part C collaborative practices, specific for children with hearing loss and their family. ★Resources - Minnesota specific resources to support Part C collaborative practices. ★Stories - Learn more from examples of Part C collaborative practices happening in Minnesota. Session Goals: ★Make a Plan- Utilize at least 1 resource to support Part C collaboration practicesin your service delivery. ★Network - Discuss collaborative practices and strategies to consider utilizing. About Us: ★Katie Barth - Itinerant Teacher Deaf/Hard of Hearing & Hard of Hearing Individual ★MarleighVan Arsdale - Itinerant Teacher Deaf/Hard of Hearing & Hard of HearingIndividual ★Jess Moen - MN Statewide Specialist Early Hearing Detection & Intervention ★Who else is here today? Terms: Low Incidence Providers - Low incidence refers to disability areas that occur rarely or in low numbers. In Minnesota there are seven low incidence disability categories: Autism Spectrum Disorder (ASD). DeafBlindness (DB), Deaf/hard of hearing (DHH), Other Health Disabilities (OHD), Physically Impaired (PI), Traumatic Brain Injury (TBI), and Blind/Visually Impairment (BVI) Part C - Special education services for children birth until they turn 3 years. Best Practices in Early Intervention = Evidence - based Quality Intervention Practices (EQIP) - An approach to early intervention which incorporates evidence - based practices to build caregiver capacity using coaching interaction practices and to embed intervention into daily routines in the child’s natural environment. Individualized - Unique needs of the child and family Primary Service Provider (PSP) / Primary Coach Approach (PCA) - One team member selected to serve as the liaison between the family and other team members. Secondary Service Provider (SSP) - A team member who uses coaching to support the PSP, parents, and other care providers. Teaming - A regularly scheduled, formal or informal opportunity, for colleague - to - colleague coaching and support to build the capacity of parents and care providers. Joint Visits - A visit in which a SSP accompanies the PSP in order to coach and support when a question or issue is identified by the PSP, family members, other care providers, or other team members. (some programs refer to this as consultative or co-visit) Collaboration defined Collaboration refers to interaction relationships between adults, such as family members and professional who work together to achieve mutually agreed upon outcomes/goals. Wording from the Division for Early Childhood (DEC) Recommended Practices (RP) Interactive Glossary, 2025 two women sitting on steps outside and one is holding a baby. both women are looking at the baby and smiling Division for Early Childhood Recommended Practices Teaming and Collaboration (TC): Key Points ★(TC1) Represents multiple disciplinesworking together as a team to plan andimplement supports and services to meetunique needs of each child/family. ★(TC2) Work together as a team toregularly exchange expertise, knowledge, and information to buildteam capacity, solve problems, plan, andimplement interventions. ★(TC3) enhance team functioning andinterpersonal relationships with anamong team members. ★(TC4) Informal and formal resources tomeet [informed] family - identified childand family needs. ★(TC5)one primary liaison between thefamily and other team members basedon [informed] child and family prioritiesand needs. Self Reflection: Identify a challenge/barrier you currently encounter regarding collaboration in Part C when working with a child who has a low incidence disability and their family. Child playing on floor with duplo blocks. A female sits on the floor near the child. Session Outcomes: LITERATURE ★Literature - Evidence - based literature in support of Part C collaborative practices, specific for children with hearing loss and their family. ★Resources - Minnesota specific resources to support Part C collaborativepractices. ★Stories - Learn more from examples of Part C collaborative practices happening inMinnesota. Literature: NASDSE Importance of Specialized Providers: All early intervention (EI) providers need education and training that support early childhood best practices (Francois, Coufal, & Subramanian, 2015). Examples include: practices that support culturally responsive, family - centered services in naturally occurring environments, routines and everyday activities; coaching families to implement Individualized Family Service Plan (IFSP) goals; writing developmentally appropriate goals for the child; monitoring development and making recommendations to the IFSP team about modifications to service provision; knowledge of community resources families can access; and recognizing abuse and neglect and reporting it accordingly. Cover of, "Optimizing Outcomes for Students who are Deaf or Hard of Hearing Educational Service Guidelines" from NASDSE What separates an EI provider for children who are deaf or hard of hearing from a general EI provider? In addition to the general knowledge that all EI providers must have, EI providers for children who are deaf or hard of hearing require formal, specialized education and training in deafness. (page 15) Optimizing Outcomes for Students who are Deaf or Hard of Hearing Educational Service Guidelines, NASDSE Cover of, "Optimizing Outcomes for Students who are Deaf or Hard of Hearing Educational Service Guidelines" from NASDSE Literature: DCD The Role of TODHH Given their [teachers deaf/hard of hearing (TODHH)] in - depth knowledge of the types of services from which a student who is DHH may benefit, TODHH are able to collaborate with professionals included on the IEP/IFSP team and to provide field specific expertise . TODHH should be involved in initial and ongoing evaluations to determine special education services and accommodations needed to access instruction and standardized testing. (page 9 ) Cover of 2022 Teachers of Students Who are Deaf or Hard of Hearing A Critical Resource Needed for Legal Compliance on behalf of the board of directors of the Division for Communication, Language, and Deaf/hard of hearing Teachers of Students Who are Deaf or Hard of Hearing A Critical Resource Needed for Legal Compliance, 2022. Literature: JEHDI Updated Principles Beyond EHDI 1-3-6 Goals 8. The EHDI system should be family - centered with infant and family rights and privacy guaranteed throughinformedand shared decision - making, and family consent in accordance with state and federal guidelines. 9. Families should have access to information about allresources and programs for intervention, and support and counseling regarding the child’s educational and communication/language needs. Cover of the Year 2019 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs from the Journal of Early Hearing Detection and Intervention Updated Principles Beyond EHDI 1-3-6 Goals 10.All infants and children, regardless of newborn hearingscreening outcome, should be monitored within the medical homeaccording to the periodicity tables regarding their communicationdevelopment (American Academy of Pediatrics [AAP] Committee, 2017). Teachers of Students Who are Deaf or Hard of Hearing a Critical Resource Needed for Legal Compliance, 2022.https://successforkidswithhearingloss.com/wp-content/uploads/2022/06/DCD-Position-Paper-2022-Remediated.pdf Cover of the Year 2019 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs from the Journal of Early Hearing Detection and Intervention 11.Professionals with appropriate training should provideongoing surveillance of communication development to allchildren with or without risk indicators. 12.Appropriate interdisciplinary early intervention programs foridentified infants and their families should be provided byprofessionalsknowledgeableabout the needs and requirementsof children who are deaf or hard of hearing (JCIH, 2013). Cover of the Year 2019 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs from the Journal of Early Hearing Detection and Intervention https://successforkidswithhearingloss.com/wp-content/uploads/2022/06/DCD-Position-Paper-2022-Remediated.pdf 13 . Early intervention programs should recognize evidence- based practices and build on strengths, informed choices, language traditions, and cultural beliefs of families they serve. (page 4) Teachers of Students Who are Deaf or Hard of Hearing A Critical Resource Needed for Legal Compliance, 2022. Cover of the Year 2019 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs from the Journal of Early Hearing Detection and Intervention Literature: Family Centered Early Intervention (FCEI) International Principle 7: Trained FCEI-DHH Providers Cover of, "The Family Centered Early Intervention Deaf/Hard of Hearing Principles A Guide for Early Intervention Providers, Programs, and Families." Principle: EI Providers need to have certain qualities so they can connect with and build relationships with families and other providers. They also need competency in their own area of expertise, in general early intervention, and when providing specific support to children who are DHH. Trained EI Providers offer effective, professional, equitable, and inclusive FCEI - DHH supports to promote children and family outcomes. (page 8) The Family Centered Early Intervention Deaf/Hard of Hearing Principles: A guide for early intervention providers, programs and families. Principle 8: Teamwork Among Professionals Cover of, "The Family Centered Early Intervention Deaf/Hard of Hearing Principles A Guide for Early Intervention Providers, Programs, and Families." Recommended Collaborative Practices: These include effective communication, sharing of information and skills, joint planning, compromise, modeling, acknowledgment, and establishing mechanisms to support teamwork. (page 10 ) https://www.fcei.at/dl/nNNLJmoJKOkkJqx4KJKJmMJKlKML/FINAL-FCEI-GuideBook-print_pdf Session Outcomes: RESOURCES ★Literature - Evidence - based literature in support of PartC collaborative practices, specific for children withhearing loss and their family. ★Resources - Minnesota specific resources to support Part C collaborative practices. ★Stories - Learn more from examples of Part Ccollaborative practices happening in Minnesota. Part C Intervention Services for Infants and Toddlers (Birth to Age 3) with Sensory Loss: Recommended Collaboration Practices (January 2024) QR code that links to the MN Low Incidence Projects EHDI Resources webpage https://education.mn.gov/mdeprod/groups/educ/documents/hiddencontent/cm9k/mdm0/~edisp/prod034482.pdf Resources: MN Article Teachers of the blind/visually impaired and teachers of deaf/hard of hearing are able to: ●Share information about the medical diagnoses, etiology andprognosis of both hearing and vision loss. ●Support the family and team with information and resourcesspecific to the impact of hearing and/or vision loss on thechild’s access and development. ●Coach families on how they can support their child’s individual sensory needs and learning. Screenshot of the MN Part C Intervention Services for Infants and Toddlers with Sensory Loss Recommended Collaboration Practices (July 2022) ●Provide appropriate adaptations for home and learning environments specific to hearing and vision challenges. ●Recommend emergent literacy strategies and accommodations that are specific to hearing and/or vision loss with the child’s family and team. Screenshot of the MN Part C Intervention Services for Infants and Toddlers with Sensory Loss Recommended Collaboration Practices (July 2022) Resources: MN Part C Collaboration Companion Document Screenshot of the Companion Document to the Part C Intervention Services for Infants and Toddlers with Sensory Loss Recommended Collaborative Practices (January 2024) QR Code that links to the Companion Document to the article, Part C Intervention Services for Children and Toddlers with Sensory Loss: Recommended Collaboration Practices https://mnlowincidenceprojects.org/documents/ehdi/Companion_Doc_to_Sensory_Loss_Collaboration_Practices.pdf Part C Intervention Services for Infants and Toddlers (Birth to Age 3) with Sensory Loss: Recommended Collaboration Practices (January 2024) Resources: MN Part C Collaboration Companion Document Recommended Practice #1 Recommended Collaboration Practices Share information about the medical diagnoses, etiology and prognosis of both hearing and vision loss. Discussion Questions/Prompts What does this process currently look like in your program? Hearing share information about medical diagnoses, etiology andprognosis with a child’s team? When does this happen and who is present? How does your program evaluate this recommended collaboration practice to determine effectiveness? Resources: MN Part C Collaboration Companion Document Recommended Practice # 2 Recommended Collaboration Practices Support the family and team with information and resources specific to the impact of hearing and/or vision loss on the child’s access and development. Discussion Questions/Prompts How are teachers of the Blind/Visually Impaired and Deaf/Hard of Hearing sharing info and resources with FAMILIES? ➔What format is being used and is that format working? ➔Are resources available in families’ preferred language? How are teachers of the Blind/Visually Impaired and Deaf/Hard of Hearing sharing info and resources with their TEAM? ➔What format is being used and is that format working? How might these resources be centralized/organized for all families and team members to access? How does your program evaluate this recommended collaboration practice to determine effectiveness? Resources: MN Part C Collaboration Companion Document Recommended Practice #3 Recommended Collaboration Practices their child’s individual sensory needs and learning. Discussion Questions/Prompts Coach families on how they can support How are teachers of the Blind/Visually Impaired and Deaf/Hard of Hearing coaching families? Home/Site Visit and/or Joint Visit? child/family is needed? How does your program evaluate this recommended collaboration practice to determine effectiveness? Resources: MN Part C Collaboration Companion Document Recommended Practice #4 Recommended Collaboration Practices Provide appropriate adaptations for home and learning environments specific to hearing and vision challenges. Discussion Questions/Prompts How do teachers of the Blind/Visually Impaired and Deaf/Hard of Hearing determine and provide adaptations when needed (observation, written correspondence, modeling, etc.)? How does your program evaluate this recommended collaboration practice to determine effectiveness? Resources: MN Part C Collaboration Companion Document Recommended Practice #5 Recommended Collaboration Practices Recommend emergent literacy strategies and accommodations that are specific to hearing and/or vision loss with the child’s family and team. Discussion Questions/Prompts How are teachers of the Blind/Visually Impaired and Deaf/Hard of Hearing recommending strategies and accommodations on emergent literacy with FAMILIES? What format is being used and is that format working? Are resources available in families’ preferred language? How are teachers of the Blind/Visually Impaired and Deaf/Hard of Hearing recommending strategies and accommodations on emergent literacy with their TEAM? What format is being used and is that format working? How might these resources be centralized/organized for all families and team members to access? How does your program evaluate this recommended collaboration practice to determine effectiveness? Resources: MN Part C Looks Like / Doesn’t Look Like Screenshot of the Looks Like / Doesn't Look Like Part C Intervention Services for Infants and Toddlers with Sensory Loss Recommended Collaboration Practices QR code that links to the Looks Like / Doesn't Look document that goes along with the article, Part C Intervention Services for Children and Toddlers with Sensory Loss: Recommended Collaboration Practices Part C Intervention Services for Infants and Toddlers from birth to 3 years old Resources: MN Part C Looks Like / Doesn’t Look Like (example 1, page 3) Support the family and team with information and resources specific to the impact of hearing and/or vision loss on the child’s access and development. Looks Like Ensure that low incidence specialists are available to be a child’s primary service provider and/or secondary service provider, as makes sense for the child, family, and their individual needs. The low incidence specialist is also available for joint visits with the child and family. Doesn’t Look Like Not inviting low incidence specialists to come to the home in order to gather an understanding of how the child functions in his/her primary environment. This may limit the ability to make family and child- centered recommendations for both current and future programming, environmental adjustments, or amplification needs. Resources: MN Part C Looks Like / Doesn’t Look Like (example 2, page 3 & 4) Support the family and team with information and resources specific to the impact of hearing and/or vision loss on the child’s access and development. Looks Like Joint visits are provided as requested by the family or service providers, as appropriate. Family members might not always have enough knowledge about the sensory loss to know what questions to ask or that a joint visit could be helpful. Therefore, it is important for low incidence providers to have continuous interactions with the family and team, so that they can share relevant sensory loss information. Doesn’t Look Like Joint visits are only provided when driven by a question/request from the family. Joint visits are only provided during previously established service minutes, regardless of child, family or service provider needs/requests. Session Outcomes: STORIES ★Literature - Evidence - based literature in support of Part C collaborative practices, specific for children with hearing loss and their family. ★Resources - Minnesota specific resources to support Part C collaborativepractices. ★Stories - Learn more from examples of Part C collaborative practices happening in Minnesota. Story: Routines Based Intervention - video Team focuses on family priorities while considering sensory impact on family routines. MN EHDI Part C Collaboration Story - The importance of including a Teacher for Deaf/Hard of Hearing as part of the Routines Based Interview (RBI) to set family priorities in Part C. Recorded in the Fall of 2024 by Katie Barth, Teacher for Deaf/Hard of Hearing in collaboration with the Minnesota Low Incidence Project Early Hearing Detection Intervention. http://www.youtube.com/watch?v=GeN5xLI170k Routines Based Intervention Considerations Ensure that you are collaborating with your programs low incidence providers to consider how the child’s disability impacts their daily routines. ●Ensure you and your team (including low incidence providers) are familiar with the Routines Based Interview process. ●Involve the teachers of low incidence disabilities in planning for the routines based interview questions and/or inviting them to participate in the interview. ●Ask questions specific to the impact of the child’s sensory loss on their daily routines. (example: When the child wakes up, how are they receiving communication input prior to putting on their hearing aids?) Story: Service Provider Availability - Video Becoming available to be a PSP for my team MN EHDI Part C Collaboration Story - Becoming Available to be a PSP for my Team. Recorded in the Winter of 2024/25 by Cindy Bruning, Teacher for Deaf/Hard of Hearing in collaboration with the Minnesota Low Incidence Project Early Hearing Detection Intervention. http://www.youtube.com/watch?v=wzceXVzBZ3A Service Provider Availability Considerations Low incidence specialists are considered and/or available to be a child’s primary service provider (PSP) and/or secondary provider (SSP), as makes sense for the child, family, and their individual needs. ●Use the Companion Document Discussion Questions/Prompts to discuss withyour team (including your low incidence providers) how each of therecommended collaboration practices can be/are available in your program. ●Use the MN Part C Looks Like/Doesn’t Look document to familiarize yourself andyour team (including your low incidence providers) with recommended earlyintervention practices for children with sensory loss. ●If a low incidence provider, logistically is not able to be a PSP, could they beconsidered as a SSP who participates in frequent/scheduled joint visits? ●Consider any biases, assumptions, and/or logistics you may have regarding whocould fill the role of a PSP or SSP. Story: Joint Visits -Video. Importance of team members being available to join visits with the child/family. MN EHDI Part C Collaboration Story - Importance of Team Members Being Available to Join Visits with the Child/Family. Recorded in the Winter of 2024/25 by Marleigh Van Arsdale, Teacher for Deaf/Hard of Hearing in collaboration with the Minnesota Low Incidence Project Early Hearing Detection Intervention. http://www.youtube.com/watch?v=dG19oWM7p4w Story: Joint Visits Joint visits are provided as requested by the family or service providers, as appropriate. ●Coordinate together (include the low incidence provider) about the purpose andplan of the joint visit, while allowing flexibility if questions/concerns arise outsideof the identified plan. (Example: A BVI teacher joins a visit to observe the child intheir natural environment, so that they can provide accessibility support.) ●Include all team members (including low incidence providers) in professionaldevelopment on how to coach families. This will support/allow all providers tocoach families on their area of expertise. (simultaneous coaching can occur!) ●Ensure low incidence providers have continuous interactions with the family andteam so they can share relevant sensory loss information and families remainfully informed. ○Each child and family are unique, it is important for low incidence providers toobserve the child and family in their environment to ensure they are providingmost relevant information on the potential impact of the sensory loss. ○Family knowledge about sensory loss varies and they might not know whatquestions to ask or that a join visits could be helpful. Story: Teaming MeetingsScheduling ideas so all team members are involved Image of the backs of six people looking and pointing at a board with a schedule. Story: Teaming Meetings Low Incidence providers support the full team in understanding the child’s diagnosis, etiology, prognosis, potential impacts on daily routines, and strategies to support the child and family specific to the sensory loss. ●Use the Companion Document Discussion Questions/Prompts to discuss withteams and start a dialogue about how each of these recommended collaborationpractices can/are available in your program. ●Ensure all team members (including low incidence providers) are part of planningand participating in teaming meetings (formal or informal), as makes sense forthem. ●Decide the best method for team members to share information with each other, which is accessible for all. Stories from the field What successes/creative ways has your team collaborated in Part C? A group of people sitting at a table with laptops Next Steps Think back to the challenge/barrier for Part C Collaboration that you identified earlier. oWhat is a possible next step you couldtake to address that challenge/barrier? oWhat resources or ideas, that wereshared today, might support you? A person's hand writing on a piece of paper with a mug sitting nearby. Charting the Cs logo Thank you! MarleighVan Arsdale,mvanarsdale@rrsec.org Katie Barth,kbarth@isd761.org Jess Moen,jess.moen@brightworksmn.org Resources: Literature •Optimizing Outcomes for Students who are Deaf or Hard of Hearing EducationalService Guidelines Third Edition, National Association of State Directors of SpecialEducation, Inc (NASDSE) https://www.nasdse.org/docs/nasdse-3rd-ed-7-11- 2019-final.pdf •2022 Teachers of Students Who are Deaf or Hard of Hearing A Critical ResourceNeeded for Legal Compliance on Behalf of the Board of Directors of the Divisionfor Communication, Language, and Deaf/Hard of Hearinghttps://successforkidswithhearingloss.com/wp-content/uploads/2022/06/DCD-Position-Paper-2022-Remediated.pdf •Year 2019 Position Statement: Principles and Guidelines for Early HearingDetection and Intervention Programs, The Journal of Early Hearing Detection andIntervention (JEHDI), The Joint Committee on Infant Hearinghttps://www.audiology.org/practice-guideline/year-2019-position-statement-principles-and-guidelines-for-early-hearing-detection-and-intervention-programs/ •The Family Centered Early Intervention Deaf/Hard of Hearing Principles: A guidefor early intervention providers, programs, and familieshttps://www.fcei.at/dl/nNNLJmoJKOkkJqx4KJKJmMJKlKML/FINAL-FCEI-GuideBook-print_pdf Resources: Minnesota Low Incidence Projects EHDI Minnesota Low Incidence Projects Early Hearing Detection & Intervention Resources https://mnlowincidenceprojects.org/Projects/ehdi/ehdiResources.html ●Article - Part C Intervention Services for Infants and Toddlers (Birth to Age 3) withSensory Loss: Recommended Collaboration Practiceshttps://education.mn.gov/mdeprod/groups/educ/documents/hiddencontent/cm9k/mdm0/~edisp/prod034482.pdf ●Companion Document - Part C Intervention Services for Infants and Toddlers(Birth to Age 3) with Sensory Loss: Recommended Collaboration Practiceshttps://mnlowincidenceprojects.org/documents/ehdi/Companion_Doc_to_Sensory_Loss_Collaboration_Practices.pdf Minnesota Low Incidence Projects Early Hearing Detection & Intervention Resources https://mnlowincidenceprojects.org/Projects/ehdi/ehdiResources.html ●Article - Part C Intervention Services for Infants and Toddlers (Birth to Age 3) withSensory Loss: Recommended Collaboration Practiceshttps://education.mn.gov/mdeprod/groups/educ/documents/hiddencontent/cm9k/mdm0/~edisp/prod034482.pdf ●Companion Document - Part C Intervention Services for Infants and Toddlers(Birth to Age 3) with Sensory Loss: Recommended Collaboration Practiceshttps://mnlowincidenceprojects.org/documents/ehdi/Companion_Doc_to_Sensory_Loss_Collaboration_Practices.pdf Resources: MN Best Practices in Early Intervention Share Site (previously EQIP Share Site) MN Best Practices in Early Intervention Share Site https://sites.google.com/metro- ecsu.org/mn-eqip/home?authuser=0 ●Share Site: Routines Based Interviewhttps://sites.google.com/metro-ecsu.org/mn- eqip/natural-learning-environment-practices/routines-based-interview ●Share Site Primary Coach Approach to Teaming https://sites.google.com/metro- ecsu.org/mn-eqip/primary-coach-approach-to-teaming?authuser=0 ●Share Site Teaming Meetings & Collaboration https://sites.google.com/metro- ecsu.org/mn-eqip/primary-coach-approach-to-teaming/teaming-meetings-collaboration?authuser=0 Resource: Part C Specific •Division for Early Childhood (DEC) Recommended Practices (RP) https://www.dec- sped.org/dec-recommended-practices oDEC RP Interactive Glossary https://www.dec- sped.org/_files/ugd/95f212_26fd2a7b804c40ea908fe5f58a65ec52.pdf •[Early Intervention] Seven Key Principles: Looks Like / Doesn’t Look Like, OSEP Workgroup on Principles and Practices in Natural Environments https://ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf •FIPP CASE tools, Joint Visit Planning Tool When Using a Primary Service Provider Approach to Teaming, M’Lisa Shelden, Ph.D., & Dathan Rush, Ed.D. https://drive.google.com/file/d/1Xcgbmdl6Ytld-ijDeEmLPctoqgkPOZBo/view •The Early Intervention Teaming Handbook The Primary Service Provider Approach Second Edition (2022), M’LisaShelden & Dathan Rush Resource: Videos •Story: Routines Based Interview (Katie Barth) https://youtu.be/GeN5xLI170k •Story: Service Provider Availability (Cindy Bruning) https://youtu.be/wzceXVzBZ3A •Story: Joint Visits ( Marleigh Van Arsdale) https://youtu.be/dG19oWM7p4w Charting the Cs logo Charting the Cs Conference 2025 Statewide Professional Development to Support the Workforce and Low Incidence Disability Areas in the State of Minnesota. This presentation is partially funded with a grant from the Minnesota Department of Education using federal funding, CFDA 84.027A, Special Education – Grants to States. The contents of this presentation do not necessarily represent the policy of the federal Department of Education, or the state Department of Education and you should not assume endorsement by the federal or state government.