Just as schools are working to appropriately address K-12 students' unfinished learning caused by the pandemic, early intervention systems are focusing on addressing the missed opportunities the pandemic created for young children and their families. Young children missing these opportunities for early intervention services are potentially at greater risk of significant developmental and learning delays. By centering equity, states can identify ways in which they can better serve families of young children of color now and after the pandemic. Researchers sent a survey to all state coordinators of early intervention services in fall 2020, and 29 responded throughout September and October. The survey focused on Black and Latino families, families with limited English proficiency and families with low incomes, and asked questions about referral rates, wait times from referral to evaluation, service rates, and state guidance since the beginning of the pandemic. Coordinators reported that very few states had data on referral rates, wait times between referral and evaluation, and service rates disaggregated by race/ethnicity, language status, and income level, indicating an urgent need for better state data collection and reporting. They also noted that state guidance on delivering early intervention services during the pandemic varied widely. This report provides the key findings and recommendations based on the results from the 29 states that participated in this survey. [For the accompanying report, "The Impact of COVID-19 on Early Intervention: How States Can Support Our Youngest Learners," see ED617573.]