Part B, Section 619 National Survey 2021
Updated July 5, 2023, 4:53 PMThis summary describes the results of a survey conducted with 54 Part B, 619 Coordinators in 2021. It provides a national picture of preschool special education programs to inform local, state, and national improvement efforts.
In this report, school district and Local Education Agency (LEA) are used generically as terms for the various structures, including intermediary or regional units, that provide preschool special education services.
Introduction
With the passage of Public Law 94-142, the Education for All Handicapped Children Act of 1975, now the Individuals with Disabilities Education Act (IDEA), and subsequent amendments, states and entities have made great strides in the provision of services to young children, ages 3 through 5, with disabilities. In school year 2019-20, states and entities reported that they provided preschool special education services to 716,382 children under the Individuals with Disabilities Education Act (IDEA).
An online questionnaire was distributed to all Section 619 Coordinators in April 2021. Following is the information obtained in response to 30 questions across seven topical areas: state administration, funding, eligibility, services, preschool least restrictive environment (LRE), early childhood systems, and personnel.
All fifty states, the District of Columbia, and three additional entities (Federated States of Micronesia, Guam, and the Virgin Islands) (hereafter referred to as states and entities) responded to the questionnaire. In most cases, the primary respondent was the state Section 619 Coordinator. In some cases, other state/entity staff provided responses on behalf of the Section 619 Coordinator. Unless otherwise noted, all information is based on the responses of the 54 states and entities.
Length of time 619 Coordinators have held their position
Respondents also reported the length of time in their current position. 59% of respondents reported being in their position three years or fewer. 17% percent of respondents indicated they had been in their present position more than nine years.
Years | % | # |
---|---|---|
Less than 1 year | 26% | 14 |
1-3 years | 33% | 18 |
4-9 years | 24% | 13 |
More than 9 years | 17% | 9 |
State Administration
Almost every state 619 coordinator is located in the Department of Education either with, or co-located with, a Special Education or Early Learning unit. More than half of 619 coordinators dedicate all or the majority of their time to preschool special education. Close to two thirds of coordinators reported having additional 619 state staff.
1. State agency or office in which 619 is located
State Agency | % | # |
---|---|---|
State Education Agency (SEA), Special Education Unit | 63% | 34 |
SEA, Early Learning Unit | 20% | 11 |
Co-located in the SEA in both the Special Education and Early Learning Units | 11% | 6 |
Separate Office of Early Learning (not under SEA) | 0% | 0 |
Other, such an SEA Academic Unit, an intermediary unit in the Department of Health, and a Department of Human Services | 6% | 3 |
1. Individual State Responses
State Education Agency (SEA), Special Education Unit
- AL
- AR
- AZ
- CA
- CT
- FL
- FM
- GA
- GU
- HI
- IA
- ID
- IN
- MA
- MD
- ME
- MN
- MT
- NE
- NH
- NJ
- NV
- NY
- OK
- OR
- RI
- SC
- SD
- TN
- TX
- UT
- VI
- WA
- WI
SEA, Early Learning Unit
- CO
- DE
- IL
- MI
- MO
- MS
- OH
- PA
- VA
- VT
- WV
Co-located in the SEA in both the Special Education and Early Learning Units
- AK
- DC
- KS
- KY
- NC
- NM
Other
- LA
- ND
- WY
2. 619 Coordinator role as lead (primary state level responsibility) or participant in state activities
Lead | Participant | |||
---|---|---|---|---|
Activity | % | # | % | # |
Monitoring of IDEA preschool funds | 31% | 17 | 31% | 17 |
Making decisions about how 619 discretionary funds are used | 35% | 19 | 43% | 23 |
Monitoring compliance for preschool special education/619 | 43% | 23 | 48% | 26 |
Monitoring compliance for Part B (age 3-21) | 7% | 4 | 54% | 29 |
Developing the State Performance Plan, Annual Performance Report (SPP/APR) 619 indicators (Indicators B-6, B-7, B-12) | 43% | 23 | 54% | 29 |
Developing the SPP/APR beyond 619 indicators | 6% | 3 | 50% | 27 |
Implementing special education initiatives preschool and school age (e.g., equity, family engagement, SSIP, SPDG) | 33% | 18 | 65% | 35 |
Coordinating with Part C around transition and other topics | 70% | 38 | 28% | 15 |
2. Individual State Responses
Monitoring of IDEA preschool funds (Lead)
- CT
- DE
- FM
- HI
- IA
- LA
- MA
- MI
- NH
- OH
- OR
- PA
- RI
- VA
- VI
- WI
- WY
Monitoring of IDEA preschool funds (Participant)
- AK
- AL
- AR
- FL
- ID
- IL
- IN
- MD
- ME
- MO
- NE
- NM
- NV
- SC
- TX
- UT
- VT
Making decisions about how 619 discretionary funds are used (Lead)
- CA
- CO
- CT
- DE
- LA
- MA
- NC
- NH
- OH
- OR
- PA
- RI
- SC
- TN
- VA
- VI
- WA
- WI
- WY
Making decisions about how 619 discretionary funds are used (Participant)
- AK
- AL
- AR
- AZ
- FL
- GU
- HI
- IA
- ID
- IL
- IN
- MD
- ME
- MI
- MO
- ND
- NE
- NM
- NV
- SD
- TX
- UT
- VT
Monitoring compliance for preschool special education/619 (Lead)
- CT
- DE
- FM
- GA
- GU
- IA
- IN
- KS
- LA
- MO
- NE
- NH
- NM
- OH
- OK
- OR
- PA
- RI
- SD
- UT
- VI
- VT
- WY
Monitoring compliance for preschool special education/619 (Participant)
- AK
- AL
- AR
- CA
- CO
- DC
- FL
- HI
- ID
- IL
- KY
- MA
- MD
- ME
- MI
- MS
- MT
- ND
- NV
- NY
- SC
- TN
- TX
- VA
- WA
- WV
Monitoring compliance for Part B (age 3-21) (Lead)
- FM
- NE
- OK
- VI
Monitoring compliance for Part B (age 3-21) (Participant)
- AL
- AR
- CA
- CO
- CT
- DC
- DE
- FL
- GA
- GU
- HI
- IA
- ID
- IN
- KS
- KY
- LA
- MA
- MD
- ME
- MO
- MS
- MT
- ND
- NH
- NM
- NV
- NY
- OH
- OR
- PA
- RI
- SC
- SD
- TN
- TX
- UT
- VA
- VT
- WA
- WI
- WY
Developing the State Performance Plan, Annual Performance Report (SPP/APR) 619 indicators (Indicators B-6, B-7, B-12) (Lead)
- CO
- CT
- DE
- GU
- IA
- IN
- KS
- LA
- MA
- MD
- MI
- NC
- NE
- NJ
- PA
- RI
- UT
- VA
- VI
- VT
- WA
- WI
- WV
Developing the State Performance Plan, Annual Performance Report (SPP/APR) 619 indicators (Indicators B-6, B-7, B-12) (Participant)
- AK
- AL
- AR
- AZ
- CA
- DC
- FL
- FM
- GA
- HI
- ID
- IL
- KY
- ME
- MN
- MO
- MS
- ND
- NH
- NM
- NY
- OH
- OK
- OR
- SC
- SD
- TN
- TX
- WY
Developing the SPP/APR beyond 619 indicators (Lead)
- DC, VI, WI
Developing the SPP/APR beyond 619 indicators (Participant)
- AK
- AR
- CA
- DE
- FM
- GA
- HI
- ID
- IN
- KY
- LA
- MD
- ME
- MN
- MO
- ND
- NJ
- OH
- OR
- PA
- SD
- TN
- TX
- UT
- VT
- WA
- WV
Implementing special education initiatives preschool and school age (e.g., equity, family engagement, SSIP, SPDG) (Lead)
- AR
- CA
- CO
- GA
- HI
- ID
- IN
- MA
- MD
- ME
- MI
- NC
- NH
- NJ
- OR
- SC
- WA
- WI
Implementing special education initiatives preschool and school age (e.g., equity, family engagement, SSIP, SPDG) (Participant)
- AK
- AL
- AZ
- CT
- DE
- FL
- FM
- GU
- IA
- IL
- KS
- KY
- LA
- MN
- MO
- MS
- MT
- ND
- NE
- NM
- NV
- NY
- OH
- OK
- PA
- RI
- SD
- TN
- TX
- UT
- VA
- VI
- VT
- WV
- WY
Coordinating with Part C around transition and other topics (Lead)
- AK
- AR
- CA
- CO
- CT
- DC
- DE
- GA
- GU
- HI
- IA
- ID
- IL
- IN
- MA
- MD
- MO
- MS
- MT
- NC
- NH
- NJ
- NM
- NV
- OK
- OR
- PA
- RI
- SC
- SD
- TX
- UT
- VA
- VT
- WA
- WI
- WV
- WY
Coordinating with Part C around transition and other topics (Participant)
- AL
- AZ
- FL
- KS
- KY
- LA
- ME
- MI
- MN
- ND
- NE
- NY
- OH
- TN
- VI
3. Portion of Section 619 Coordinators' time dedicated to activities specific to the 619 program
Many 619 coordinators are responsible for other IDEA Part B or regular early childhood initiatives.
Portion of time | % | # |
---|---|---|
Almost all time (91% or more) | 28% | 15 |
Majority of time (71% - 90%) | 31% | 17 |
Half or a little more of time (51-70%) | 28% | 15 |
Less than half (less than 50%) | 13% | 7 |
4. Additional staff with time dedicated specifically to state-level 619 administration and/or technical assistance
Some IDEA Section 619 Coordinators are the only preschool-focused leads in their offices. The use of additional 619 staff varies greatly across states and entities from full-time to part-time staff dedicated to 619. Additional staff are located at the state office, regional offices, housed in universities, or are private contractors. These additional staff work on specific 619 initiatives or projects, such as budgets and finance, collection and analysis of preschool data, transition from Part C services to preschool special education, child outcomes, reports for OSEP, and general supervision.
Additional Staff | % | # |
---|---|---|
States and entities with additional state staff dedicated to 619 | 65% | 35 |
4. Individual State Responses
Additional state staff dedicated to 619
- AL
- AR
- AZ
- CA
- CO
- DE
- FL
- IA
- ID
- IL
- IN
- KS
- MA
- MD
- MI
- MN
- NC
- NE
- NH
- NM
- NY
- OH
- OR
- PA
- RI
- SC
- SD
- TN
- TX
- VA
- VI
- VT
- WA
- WI
- WY
Preschool Special Education Funding
5. Funding sources for provision of preschool special education services in addition to federal Part B 611 and 619 funds
Some states or entities mentioned specific special education funding mechanisms, such as an additional layer of preschool special education funds or funding that is based on a child's need or eligibility category. One state commented that preschool special education receives a 0.5 proportional share of special education funding based on the number of preschool children served in half-day settings. Another state noted that other funding is based on service hours. Several states commented that they are working to identify cost per child and considerations for preschool special education funding in relation to the funding of broader early childhood programs.
See also: Financing Strategies and Collaborative Funding for Inclusive Programs
Funding Source | % | # |
---|---|---|
Local school district funds | 69% | 37 |
Medicaid funds (in some or all school districts) | 57% | 31 |
State-specific funds | 54% | 29 |
General education per pupil funds | 50% | 27 |
Other, such as an additional layer of preschool special education funds, funding based on a child's need or eligibility category, a 0.5 proportional share of special education funding based on the number of preschool children served in half-day settings or based on service hours | 11% | 6 |
5. Individual State Responses
Local school district funds
- AK
- AL
- AR
- AZ
- CA
- CO
- CT
- DE
- FL
- FM
- ID
- IL
- KS
- LA
- MA
- MD
- MI
- MO
- MS
- MT
- NC
- ND
- NH
- NJ
- NM
- NV
- OH
- RI
- SC
- SD
- TN
- VA
- VI
- VT
- WA
- WI
- WY
Medicaid funds (in some or all school districts)
- AK
- AL
- AR
- AZ
- CA
- CT
- DE
- FL
- IA
- ID
- IL
- MD
- ME
- MI
- MO
- MT
- NC
- ND
- NH
- NJ
- NM
- NY
- OH
- PA
- RI
- SC
- UT
- VT
- WA
- WV
- WY
State-specific funds
- AK
- AL
- AR
- AZ
- CO
- FM
- IA
- MA
- MD
- ME
- MI
- MO
- MS
- NC
- ND
- NJ
- NM
- NV
- NY
- OH
- OR
- PA
- UT
- VA
- VI
- VT
- WA
- WI
- WY
General education per pupil funds
- AL
- CO
- CT
- DE
- FL
- FM
- HI
- IA
- IL
- KS
- MD
- ME
- MI
- MN
- MO
- MS
- ND
- NM
- NY
- OH
- RI
- SC
- VI
- VT
- WA
- WI
- WV
Other
- CA
- FL
- NY
- SC
- WA
- WI
6. Written guidance provided to school districts on how IDEA funds (611 and 619) may be used to support preschool special education
Written Guidance | % | # |
---|---|---|
Written guidance provided | 72% | 39 |
6. Individual State Responses
Written guidance provided
- AK
- AL
- AR
- AZ
- CA
- CO
- CT
- DC
- DE
- FL
- FM
- GA
- HI
- KS
- KY
- MA
- MD
- ME
- MI
- MN
- MO
- MT
- NC
- NE
- NH
- NJ
- NM
- NV
- OH
- OK
- OR
- RI
- SC
- SD
- TN
- TX
- UT
- VT
- WY
Child Find and Eligibility
Most states and entities use almost all of the Part B eligibility categories for preschool special education eligibility. In addition, all but three states and entities use the eligibility category of Developmental Delay. Some respondents noted that the Part B eligibility categories of Intellectual Disability, Emotional Disturbance and/or Specific Learning Disability are generally not used as eligibility categories for preschool special education.
Most school districts transition children from Part C who are potentially eligible for Part B 619 services at age three. As of this report, the District of Columbia, Maryland, and Connecticut are implementing the Extended Part C Option. This option, under IDEA Part C regulations, gives states and entities the flexibility to allow toddlers who have been determined eligible for Part B 619 services to remain in Part C beyond age three. Under this option, preschoolers may stay in Part C and continue to receive services, with an IFSP that includes educational readiness, until entrance into kindergarten or elementary school, or for a portion of this period.
See also: Extended Part C Option (for Services Beyond Age 3)
7. Preschool special education eligibility categories
A group of states or entities commented that Intellectual Disability, Emotional Disturbance and/or Specific Learning Disability are generally not used as eligibility categories for preschool special education. Another state reported that all Part B categories are available for use, though not all will generate state funding.
Eligibility Categories | % | # |
---|---|---|
All or most of Part B eligibility categories | 83% | 45 |
Some of Part B eligibility categories | 11% | 6 |
Non-categorical | 6% | 3 |
7. Individual State Responses
All or most Part B eligibility categories
- AK
- AL
- AR
- AZ
- CT
- DC
- DE
- FL
- FM
- GA
- GU
- HI
- ID
- IL
- IN
- KS
- KY
- LA
- MA
- MD
- ME
- MI
- MN
- MO
- MS
- MT
- NC
- ND
- NE
- NH
- NM
- NV
- OH
- OK
- OR
- PA
- RI
- SC
- SD
- TN
- UT
- VA
- VI
- VT
- WA
Some Part B eligibility categories
- CA
- CO
- NY
- WI
- WV
- WY
Non-categorical
- IA
- NJ
- TX
8. Use of Developmental Delay eligibility category
Use of Developmental Delay | % | # |
---|---|---|
Uses Developmental Delay | 94% | 51 |
Does not use Developmental Delay | 6% | 3 |
8. Individual State Responses
Uses Developmental Delay
- AK
- AL
- AR
- AZ
- CO
- CT
- DC
- DE
- FL
- FM
- GA
- GU
- HI
- ID
- IL
- IN
- KS
- KY
- LA
- MA
- MD
- ME
- MI
- MN
- MO
- MS
- MT
- NC
- ND
- NE
- NH
- NJ
- NM
- NV
- NY
- OH
- OK
- OR
- PA
- RI
- SC
- SD
- TN
- UT
- VA
- VI
- VT
- WA
- WI
- WV
- WY
Does not use Developmental Delay
- CA
- IA
- TX
9. Ages for which eligibility category of Developmental Delay applies
Ages | % | # |
---|---|---|
3-9 | 50% | 27 |
3-5 | 28% | 15 |
Other | 17% | 9 |
Does not use Developmental Delay | 6% | 3 |
9. Individual State Responses
3-9
- AK
- AL
- AZ
- CO
- FM
- GA
- ID
- IL
- IN
- KS
- KY
- LA
- MD
- MS
- ND
- NH
- NM
- OK
- OR
- PA
- RI
- SC
- TN
- VI
- WA
- WI
- WY
3-5
- AR
- CT
- FL
- GU
- MA
- ME
- MN
- MO
- NJ
- NV
- NY
- OH
- SD
- VT
- WV
Other
- DC
- DE
- HI
- MI
- MT
- NC
- NE
- UT
- VA
Does not use Developmental Delay
- CA
- IA
- TX
10. Use of specific instrument/tool(s) required or recommended for eligibility determination
Use of specific instrument/tool(s) | % | # |
---|---|---|
Required | 7% | 4 |
Recommended | 9% | 5 |
10. Individual State Responses
Required
- KY
- ME
- VI
- WY
Recommended
- CA
- FM
- MD
- NE
- SD
Services
11. Preschool special education (619) service delivery
The term Birth Mandate State applies to states or entities that have offered free appropriate public education services under state authorization or law to eligible infants and toddlers, prior to the 1986 IDEA option. States that currently have a birth mandate are Iowa, Maryland, Michigan, Minnesota, and Nebraska. In Delaware, four disability classifications are considered for birth mandate eligibility and services. Families receiving FAPE in a state or entity that implements a birth mandate are entitled to all the rules, regulations and safeguards provided under IDEA Part B.
A few states or entities include preschool in their state definition of elementary school. For these states or entities, a school district's obligation to children with disabilities who are parentally placed in private school is different from its responsibilities to those enrolled in public schools or to children with disabilities placed in a private school by a public agency (rather than by parents) as a means of providing FAPE. According to the U.S. Department of Education, "parentally placed children with disabilities do not have an individual entitlement to services they would receive if they were enrolled in a public school" and went on to say:
Preschool children with disabilities aged 3 through 5 who are enrolled by their parents in private elementary schools are considered to be "parentally placed" if the private preschool or day-care program meets the definition of "elementary school" in the final Part B regulations. "Elementary school" is defined as a nonprofit institutional day or residential school, including a public elementary charter school, that provides elementary education, as determined under state law. Children with disabilities, aged 3 through 5, enrolled in a private school or facility that meets the state's definition of an "elementary school" would be considered parentally placed and the equitable participation provisions would apply. Children with disabilities aged 3 through 5 enrolled in a private school or facility that does not meet the state's definition of "elementary school" would not be eligible for equitable services. However, the state's obligation to make FAPE available to eligible children with disabilities aged 3 through 5 remains.
Service Delivery | % | # |
---|---|---|
LEAs provide 619 services | 76% | 41 |
Intermediary/regional units responsible provide 619 services | 2% | 1 |
Combination of LEAs and intermediary/regional units | 13% | 7 |
State/entity acts as the LEA responsible for 619 services | 7% | 4 |
Other, such as an intermediate education unit that contracts with regional programs to provide 619 services statewide | 2% | 1 |
11. Individual State Responses
LEAs provide 619 services
- AK
- AL
- AR
- AZ
- CA
- CO
- CT
- DC
- DE
- FL
- GA
- ID
- IL
- KY
- LA
- MA
- MD
- MN
- MO
- MS
- MT
- NC
- NH
- NJ
- NM
- NV
- NY
- OH
- OK
- RI
- SC
- SD
- TN
- TX
- UT
- VA
- VI
- VT
- WA
- WI
- WV
Intermediary/regional units responsible provide 619 services
- OR
Combination of LEAs and intermediary/regional units
- IA
- IN
- KS
- MI
- ND
- NE
- PA
State/entity acts as the LEA responsible for 619 services
- FM
- GU
- HI
- ME
Other
- WY
12. Special education caseload requirements
Respondents had the option to choose more than one response category.
Caseload requirements | % | # |
---|---|---|
Preschool special education classroom teachers | 24% | 13 |
Preschool special education itinerant teachers | 24% | 13 |
Speech/language personnel | 26% | 14 |
12. Individual State Responses
Preschool special education classroom teachers
- AR
- KY
- MI
- MN
- MO
- NM
- NV
- NY
- OH
- PA
- VA
- VI
- WV
Preschool special education itinerant teachers
- AR
- KY
- MI
- MN
- MO
- NM
- NV
- NY
- OH
- PA
- VA
- VI
- WV
Speech/language personnel
- AL
- AR
- CA
- GA
- KY
- MI
- MO
- NM
- NV
- OH
- PA
- VA
- VI
- WV
13. Requirement or guidance for maximum number of children in self-contained classrooms
35% states or entities reported maximum class size to be between 4-20 children, with an average maximum size of 12 for preschool special education.
Requirement/guidance | % | # |
---|---|---|
Provided | 43% | 23 |
13. Individual State Responses
Provided
- CA
- CO
- FL
- FM
- GA
- GU
- IA
- IL
- KY
- ME
- MI
- MN
- MO
- NC
- NH
- NJ
- NV
- NY
- OH
- OK
- PA
- VI
- WV
14. Requirement or guidance on ratio of children with and without disabilities in regular early childhood classrooms
56% states or entities provided specific ratios for children with and without disabilities. 28% described the ratio to include fewer than 50% of children with disabilities. Others were more specific, describing ratios to include between 4% and 42% of children with disabilities.
Requirement/guidance | % | # |
---|---|---|
Provided | 63% | 34 |
14. Individual State Responses
Provided
- AL
- AZ
- CA
- CO
- CT
- DE
- FL
- IA
- IL
- KY
- LA
- MA
- MD
- MI
- MS
- MT
- NC
- NE
- NH
- NJ
- NM
- NV
- NY
- OH
- OK
- RI
- SC
- SD
- TX
- VI
- VT
- WA
- WV
- WY
15. Use of preschool-specific IEP form
Preschool-specific IEP form | % | # |
---|---|---|
Used | 20% | 11 |
15. Individual State Responses
Used
- AR
- CO
- DE
- GU
- ID
- ND
- OK
- OR
- PA
- SC
- VT
16. Reference to early learning guidelines/standards required or recommended in IEP
Early learning guidelines/standards in IEP | % | # |
---|---|---|
Required | 28% | 15 |
Recommended | 30% | 16 |
16. Individual State Responses
Required
- AL
- FL
- HI
- ID
- IL
- IN
- KY
- MA
- ME
- MS
- NM
- RI
- VT
- WI
- WV
Recommended
- CO
- GA
- GU
- IA
- KS
- MD
- MN
- MO
- ND
- NH
- NV
- NY
- PA
- UT
- VA
- VI
17. Written information and/or guidance for families
Respondents had the option to choose more than one response category.
Topic | % | # |
---|---|---|
Transition | 80% | 43 |
Early childhood outcomes | 67% | 36 |
Inclusion (preschool placement options; least restrictive environment) | 61% | 33 |
Suspension/expulsion | 44% | 24 |
Other, such as on assessment and eligibility for dual language learners with IEPs | 19% | 10 |
17. Individual State Responses
Transition
- AK
- CA
- CO
- CT
- DC
- DE
- FL
- GU
- HI
- IA
- ID
- IL
- IN
- KS
- KY
- LA
- MA
- MD
- ME
- MI
- MN
- MO
- MS
- NC
- ND
- NH
- NJ
- NM
- NY
- OH
- OK
- OR
- PA
- RI
- SC
- SD
- TX
- UT
- VI
- VT
- WA
- WV
- WY
Early childhood outcomes
- AR
- AZ
- CA
- CO
- DE
- FL
- FM
- GA
- GU
- HI
- ID
- IL
- IN
- KS
- LA
- MA
- MD
- ME
- MN
- MO
- NC
- ND
- NM
- NV
- OH
- OK
- OR
- PA
- RI
- SC
- SD
- TX
- VI
- VT
- WI
- WY
Inclusion (preschool placement options; least restrictive environment)
- AZ
- CA
- DE
- FL
- FM
- GU
- HI
- IL
- IN
- KS
- LA
- MA
- MD
- ME
- MN
- MO
- NE
- NH
- NJ
- NM
- NV
- NY
- OH
- OK
- OR
- PA
- RI
- SC
- SD
- TX
- VI
- VT
- WY
Suspension/expulsion
- AK
- CA
- CT
- DE
- FL
- FM
- IL
- IN
- KS
- LA
- MA
- MD
- MI
- MN
- MO
- NE
- NV
- NY
- OH
- OK
- TX
- VI
- VT
- WY
Other
- AK
- AL
- CO
- CT
- FM
- IA
- MT
- OR
- SC
- VI
Preschool Least Restrictive Environment (LRE)
18. State regulations, policy, or guidance to improve preschool LRE/inclusion
Regulations, policy, or guidance | % | # |
---|---|---|
Creating inclusive classrooms comprised of various programs | 56% | 30 |
Promoting early childhood inclusion beyond IDEA requirements | 52% | 28 |
Using funds to support preschool inclusion | 50% | 27 |
Providing itinerant services | 44% | 24 |
Braided funding to create inclusive classrooms | 43% | 22 |
Funding itinerant services | 28% | 15 |
18. Individual State Responses
Creating inclusive classrooms comprised of various programs
- AK
- CA
- CO
- DC
- FM
- GU
- IL
- IN
- KY
- LA
- MD
- MI
- MO
- MS
- NC
- NE
- NM
- NV
- OH
- OK
- OR
- RI
- TN
- UT
- VI
- VT
- WA
- WI
- WV
- WY
Promoting early childhood inclusion beyond IDEA requirements
- AZ
- CA
- CO
- DC
- FL
- FM
- IL
- IN
- KY
- LA
- MD
- NE
- NH
- NM
- NV
- OH
- OK
- OR
- PA
- RI
- TX
- VA
- VI
- VT
- WA
- WI
- WV
- WY
Using funds to support preschool inclusion
- AZ
- DC
- FL
- FM
- IA
- IL
- KY
- MD
- MI
- MO
- MS
- NC
- NE
- NM
- NV
- OH
- OR
- RI
- TN
- TX
- UT
- VI
- VT
- WA
- WI
- WV
- WY
Providing itinerant services
- AK
- AR
- AZ
- DE
- GU
- IL
- KY
- LA
- MD
- MI
- MO
- NC
- NM
- NV
- NY
- OH
- PA
- RI
- UT
- VI
- VT
- WI
- WV
- WY
Braided funding to create inclusive classrooms
- AZ
- CA
- FL
- GA
- IA
- IL
- IN
- KS
- KY
- MD
- MI
- MN
- MS
- NC
- NM
- NV
- NY
- OH
- UT
- VI
- VT
- WA
- WI
Funding itinerant services
- AK
- IL
- KY
- MD
- MI
- MO
- NC
- NM
- NV
- OH
- UT
- VI
- VT
- WI
- WY
19. Additional LRE structures and activities to support preschool LRE/inclusion
Additional LRE structures and activities | % | # |
---|---|---|
State-provided PD or TA, primarily for special educators | 69% | 37 |
State-provided professional development (PD) or technical assistance (TA), primarily cross-sector | 57% | 31 |
Cross-sector state-level task force with multiple partners (e.g., childcare, Head Start, state pre-K, families, Title I, PDG B-5, Part C, higher education) | 43% | 24 |
Dedicated staff/contracted personnel focused on LRE/inclusion | 43% | 24 |
Special education state-level task force with one other partner (e.g., state pre-K or Head Start) | 26% | 14 |
Incentives for LRE/inclusion (e.g., lower class size, access to additional professional development) | 13% | 7 |
Other state-led efforts, such as PD and TA on specially designed instruction, making special education part of universal state pre-k policy, and funding for districts to support inclusion | 11% | 6 |
19. Individual State Responses
State-provided PD or TA, primarily for special educators
- AL
- AR
- AZ
- CA
- CT
- DE
- FL
- FM
- IN
- KS
- KY
- LA
- MA
- MD
- MI
- MN
- NC
- NH
- NJ
- NV
- NY
- OH
- OK
- OR
- PA
- RI
- SC
- SD
- TN
- TX
- UT
- VA
- VI
- VT
- WA
- WI
- WY
State-provided professional development (PD) or technical assistance (TA), primarily cross-sector
- AR
- CA
- CO
- DE
- FL
- FM
- GU
- IL
- IN
- KS
- KY
- MA
- MD
- MS
- NC
- NH
- NJ
- NM
- NV
- OH
- OK
- OR
- PA
- RI
- SC
- TN
- TX
- VI
- VT
- WA
- WI
Cross-sector state-level task force with multiple partners (e.g., childcare, Head Start, state pre-K, families, Title I, PDG B-5, Part C, higher education)
- AR
- AZ
- CA
- CT
- DE
- FL
- GA
- GU
- HI
- KS
- KY
- MD
- MI
- MO
- NE
- NM
- NY
- OH
- OR
- SC
- VI
- VT
- WA
Dedicated staff/contracted personnel focused on LRE/inclusion
- AR
- AZ
- CA
- CO
- DE
- FM
- IL
- IN
- MA
- MO
- NE
- NH
- NM
- OR
- PA
- RI
- SC
- TX
- VA
- VI
- VT
- WA
- WI
Special education state-level task force with one other partner (e.g., state pre-K or Head Start)
- CO
- FL
- IL
- KY
- MA
- MD
- MI
- MO
- NH
- NV
- SC
- UT
- VT
- WA
Incentives for LRE/inclusion (e.g., lower class size, access to additional professional development)
- FL
- GU
- IL
- NM
- VI
- VT
- WI
Other state-led efforts
- AK
- FL
- IA
- MI
- RI
- WV
Early Childhood Systems
20. Section 619 Coordinator membership in leadership teams
Respondents had the option to choose more than one response category.
Section 619 Coordinator membership | % | # |
---|---|---|
Part C State Interagency Coordinating Council (SICC) | 83% | 45 |
State early childhood or early learning advisory councils | 61% | 33 |
Pyramid Model State Leadership Team | 41% | 22 |
Preschool Development Grant (PDG) Birth-5 Leadership Team | 41% | 22 |
Part B State Advisory Panel | 39% | 21 |
Other boards and/or councils, such as a Child Care Advisory Panel, Behavioral Health Workgroup, COVID Recovery Group, and a Child Well Being Coalition | 28% | 15 |
21. Individual State Responses
Part C State Interagency Coordinating Council (SICC)
- AK
- AL
- AR
- AZ
- CA
- CO
- CT
- DC
- DE
- FL
- GA
- GU
- ID
- IL
- IN
- KS
- LA
- MA
- MD
- ME
- MI
- MS
- MT
- NC
- ND
- NE
- NH
- NJ
- NM
- NV
- OH
- OK
- OR
- PA
- RI
- SC
- SD
- TN
- UT
- VA
- VT
- WA
- WI
- WV
- WY
State early childhood or early learning advisory councils
- AK
- AL
- AZ
- CT
- FM
- GA
- GU
- IA
- ID
- IL
- LA
- MD
- ME
- MO
- MS
- MT
- ND
- NE
- NH
- NJ
- NY
- OK
- PA
- RI
- SC
- SD
- TX
- UT
- VI
- VT
- WA
- WI
- WV
Pyramid Model State Leadership Team
- CT
- FL
- GU
- IA
- ID
- IL
- MA
- MD
- MI
- MS
- NC
- NE
- NH
- NJ
- NV
- OR
- SC
- TN
- VT
- WA
- WI
- WV
Preschool Development Grant (PDG) Birth-5 Leadership Team
- CA
- DE
- GA
- GU
- HI
- ID
- LA
- MD
- ME
- MI
- MO
- NE
- NJ
- NV
- NY
- SC
- TX
- UT
- VA
- VI
- VT
- WA
Part B State Advisory Panel
- AK
- FL
- GU
- ID
- IN
- LA
- MD
- MI
- MO
- ND
- NE
- NJ
- NM
- OH
- OK
- PA
- SC
- SD
- UT
- VI
- VT
Other boards and/or councils
- CO
- CT
- DE
- FL
- ID
- IN
- KS
- LA
- MI
- MT
- NM
- PA
- RI
- SC
- VT
21. State and entity 619 program involvement in statewide early childhood initiatives/activities
Respondents had the option to choose more than one response category.
Statewide early childhood initiative/activity | % | # |
---|---|---|
Family engagement | 59% | 32 |
Preschool Development Grant (PDG B-5) | 56% | 30 |
Early literacy | 56% | 30 |
Pyramid Model initiatives | 54% | 29 |
Multi-Tiered Systems of Support (MTSS) | 45% | 25 |
Addressing equity | 44% | 24 |
Positive Behavioral Intervention and Supports (PBIS) for preschool | 43% | 23 |
Early Childhood Mental Health and/or Trauma-Informed Care | 43% | 23 |
Suspension and expulsion guidance | 41% | 22 |
Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program | 24% | 13 |
Early Science, Technology, Engineering, and Mathematics (STEM) | 7% | 4 |
Other, such as Early Screening and Identification and Child Abuse Prevention | 13% | 7 |
21. Individual State Responses
Family engagement
- AR
- CA
- CO
- FL
- FM
- GU
- ID
- IL
- KS
- KY
- LA
- MA
- MD
- ME
- MO
- MS
- NC
- ND
- NE
- NH
- NJ
- NM
- NY
- OH
- PA
- SC
- TX
- UT
- VI
- VT
- WA
- WV
Preschool Development Grant (PDG B-5)
- AK
- CA
- CO
- DE
- FL
- GA
- GU
- HI
- ID
- IL
- KS
- LA
- MD
- ME
- MI
- MO
- NC
- NE
- NH
- NJ
- NV
- NY
- RI
- SC
- TX
- UT
- VA
- VI
- VT
- WA
Early literacy
- AL
- AR
- AZ
- CA
- CO
- FL
- FM
- HI
- IA
- ID
- IN
- KS
- LA
- MA
- ME
- NC
- ND
- NJ
- NM
- OH
- OK
- OR
- PA
- RI
- SC
- VI
- VT
- WA
- WI
- WV
Pyramid Model initiatives
- AZ
- CA
- CO
- CT
- FL
- GU
- IA
- ID
- IL
- KY
- MA
- MD
- MI
- MS
- NC
- NE
- NH
- NJ
- NM
- NV
- NY
- OR
- PA
- SC
- TN
- VT
- WA
- WI
- WV
Multi-Tiered Systems of Support (MTSS)
- AZ
- CO
- FL
- IA
- IN
- KS
- KY
- MA
- ME
- MI
- MO
- NC
- ND
- NE
- NH
- NY
- OH
- PA
- SC
- SD
- VA
- VI
- VT
- WA
- WI
Addressing equity
- CO
- DE
- FL
- FM
- IL
- IN
- KS
- KY
- MA
- MD
- MN
- NC
- NE
- NM
- OH
- OK
- PA
- SC
- UT
- VA
- VI
- VT
- WA
- WI
Positive Behavioral Intervention and Supports (PBIS) for preschool
- AR
- AZ
- CO
- FL
- GA
- IA
- IN
- KS
- KY
- MA
- MO
- NC
- NE
- OH
- OR
- PA
- SC
- SD
- VA
- VI
- VT
- WA
- WV
Early Childhood Mental Health and/or Trauma-Informed Care
- AR
- CA
- CO
- FL
- GU
- ID
- IN
- KS
- KY
- LA
- MA
- MD
- NC
- NE
- NJ
- OH
- OR
- PA
- SC
- UT
- VA
- VI
- VT
Suspension and expulsion guidance
- AR
- CA
- CO
- DE
- FL
- IA
- IL
- KY
- LA
- MA
- MN
- NC
- NE
- NH
- NM
- NV
- OH
- OR
- PA
- SC
- VT
- WA
Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program
- AR
- CO
- ID
- KS
- LA
- ME
- NV
- OR
- PA
- SC
- VI
- VT
- WV
Early Science, Technology, Engineering, and Mathematics (STEM)
- ID
- VI
- VT
- WV
Other initiatives and activities
- CO
- FL
- FM
- PA
- RI
- SC
- SD
22. State-level collaboration with Head Start
One state reported Head Start preschool classrooms are approved universal pre-K sites in some states/entities and receive funding from school districts. One state reported collaboration with Head Start to include professional development, problem-solving and dispute resolution, the Pyramid Collaborative, and the sharing of data on the special education population in communities served by Head Start.
Collaboration with Head Start | % | # |
---|---|---|
School districts encouraged to maintain Memoranda of Understanding (MOUs) with local Head Start grantees | 83% | 45 |
State-level coordination of TA and guidance | 72% | 39 |
State-level MOU with Head Start | 52% | 28 |
Currently developing a state-level MOU | 11% | 6 |
Other, such as inclusion efforts, a Pyramid Collaborative, dispute resolution, and data sharing | 22% | 12 |
22. Individual State Responses
School districts encouraged to maintain Memoranda of Understanding (MOUs) with local Head Start grantees
- AK
- AL
- AR
- AZ
- CA
- CO
- CT
- DC
- DE
- FL
- GA
- IA
- ID
- IN
- KS
- KY
- MA
- MD
- ME
- MI
- MN
- MO
- MS
- MT
- NC
- ND
- NE
- NH
- NJ
- NM
- NV
- OH
- OR
- PA
- RI
- SC
- SD
- TX
- UT
- VA
- VI
- VT
- WA
- WI
- WY
State-level coordination of TA and guidance
- AK
- AR
- AZ
- CA
- CO
- DE
- GA
- GU
- HI
- IA
- ID
- IL
- IN
- KS
- LA
- MA
- MD
- ME
- MN
- MO
- MS
- MT
- NC
- ND
- NH
- NJ
- NY
- OH
- OK
- OR
- PA
- RI
- SC
- TN
- VT
- WA
- WI
- WV
- WY
State-level MOU with Head Start
- CA
- CO
- DC
- GA
- GU
- HI
- ID
- IN
- KY
- LA
- MD
- ME
- MO
- MT
- NC
- NE
- NV
- NY
- OH
- OK
- OR
- SC
- SD
- TN
- VA
- VI
- VT
- WY
Currently developing a state-level MOU
- AZ
- DE
- KS
- MI
- PA
- RI
Other
- CO
- CT
- DE
- FM
- IA
- ID
- IL
- NH
- PA
- RI
- SC
- VT
23. Entities that license, accredit, or approve preschool classrooms
Some programs require multiple license or approvals.
85% states or entities have pre-K programs.
School Approval | Special Education Approval | Same as childcare | ||||
---|---|---|---|---|---|---|
Programs/Classrooms | % | # | % | # | % | # |
Special education classrooms | 54% | 29 | 41% | 22 | 19% | 10 |
State pre-K | 51% | 23 | 2% | 1 | 38% | 17 |
Head Start | 11% | 6 | 4% | 2 | 44% | 24 |
Title I | 50% | 27 | 6% | 3 | 17% | 9 |
School district pre-K | 55% | 30 | 4% | 2 | 44% | 24 |
24. Identification as a preschool child with a disability as an eligibility criterion for state pre-K regardless of family income (for the states/entities with state pre-K
Identification as a preschool child with a disability | % | # |
---|---|---|
Is an eligibility criterion regardless of family income | 52% | 28 |
24. Individual State Responses
Is an eligibility criterion regardless of family income
- AK
- CA
- DC
- DE
- GU
- HI
- IA
- IL
- KS
- KY
- LA
- MA
- MD
- ME
- MI
- MO
- NE
- NM
- OH
- OK
- OR
- SD
- TN
- VI
- VT
- WA
- WI
- WV
25. State-estimated percentage of school districts with Title I preschool
Not all states/entities were able to provide estimates.
School Districts with Title I preschool | % | # |
---|---|---|
Most Districts (76-100%) | 7% | 4 |
Many districts (51-75%) | 6% | 3 |
Some districts (26-50%) | 7% | 4 |
Few or no districts (0-25%) | 20% | 11 |
25. Individual State Responses
Most Districts (76-100%)
- FL
- ID
- LA
- WV
Many districts (51-75%)
- MO
- NC
- SD
Some districts (26-50%)
- DE
- OH
- PA
- VT
Few or no districts (0-25%)
- AK
- CT
- FM
- GA
- HI
- IA
- IN
- MT
- NM
- RI
- VA
26. Characteristics of state Quality Rating Improvement Systems (QRIS)
QRIS characteristics | % | # |
---|---|---|
Includes indicators related to serving children with disabilities | 41% | 22 |
In the process of updating or developing QRIS | 35% | 19 |
State/entity does not have QRIS | 19% | 10 |
Having children with disabilities enrolled increases QRIS rating | 4% | 2 |
27. Individual State Responses
Includes indicators related to serving children with disabilities
- AZ
- DC
- DE
- FL
- ID
- IL
- IN
- KY
- ME
- NC
- ND
- NJ
- NM
- NV
- NY
- OK
- OR
- PA
- RI
- SC
- UT
- WA
In the process of updating or developing QRIS
- AK
- AR
- CA
- CO
- DE
- GU
- IA
- IL
- IN
- LA
- MA
- MD
- MI
- MO
- NH
- OH
- VA
- VI
- VT
Having children with disabilities enrolled increases QRIS rating
- DC
- NM
27. Participation of preschool special education programs in state QRIS
QRIS participation | % | # |
---|---|---|
May include preschool special education, if they choose to participate | 59% | 32 |
Requires participation of all public early childhood programs (including special education) | 15% | 8 |
Requires participation of preschool special education | 2% | 1 |
28. Individual State Responses
May include preschool special education, if they choose to participate
- AK
- AR
- AZ
- CA
- DE
- FL
- GA
- IA
- ID
- IL
- IN
- MA
- MD
- ME
- MI
- MO
- NC
- ND
- NH
- NJ
- NV
- NY
- OK
- OR
- PA
- RI
- TN
- UT
- VA
- WA
- WI
- WV
Requires participation of all public early childhood programs (including special education)
- CO
- DC
- KY
- LA
- NE
- NM
- OH
- VI
Requires participation of preschool special education
- GU
Personnel
28. Credentials/certifications/licensure required for preschool special education teachers
Respondents had the option to choose more than one response category.
Required for preschool special education teachers | % | # |
---|---|---|
Early childhood special education (preschool, birth to preschool ages or birth to 3rd grade) | 81% | 44 |
Early childhood dual or blended special education and regular education | 43% | 23 |
Special education (school ages, 5- or 6-21) | 22% | 12 |
Special education (elementary ages) | 20% | 11 |
Regular early childhood | 9% | 5 |
Speech/language | 11% | 6 |
Other | 17% | 9 |
28. Individual State Responses
Early childhood special education (preschool, birth to preschool ages or birth to 3rd grade)
- AL
- AR
- AZ
- CA
- CO
- CT
- DC
- DE
- FL
- GA
- GU
- HI
- IA
- IL
- IN
- KS
- KY
- LA
- MA
- MD
- ME
- MI
- MN
- MO
- MS
- ND
- NE
- NH
- NJ
- NV
- NY
- OH
- OR
- PA
- RI
- SC
- SD
- TX
- UT
- VA
- VT
- WA
- WI
- WV
Early childhood dual or blended special education and regular education
- AR
- CA
- CT
- IA
- ID
- IN
- LA
- MD
- MI
- MO
- MS
- NC
- NE
- NH
- NV
- NY
- PA
- SC
- VA
- VT
- WA
- WI
- WV
Special education (school ages, 5- or 6-21)
- AL
- GU
- HI
- ME
- NM
- OK
- IN
- MD
- MS
- SC
- WA
- WI
Special education (elementary ages)
- AK
- AL
- HI
- NM
- OK
- VI
- IN
- MD
- MS
- WA
- WI
Regular early childhood
- GU
- MI
- PA
- RI
- WV
Speech/language
- AL
- CO
- ID
- ME
- NM
- NY
Other
- AK
- FM
- MI
- MS
- MT
- NM
- TN
- VT
- WY
Other responses included a requirement for 12 college credits in early childhood, the Praxis exam for early childhood, or completion of a specialized training program, a certificate with at least six semester hours of early childhood course, and a P-12 special education endorsement.
29. Credentials/certifications/licensure required for special education paraprofessionals
Requirement | % | # |
---|---|---|
High school diploma | 52% | 28 |
Child Development Associate (CDA) degree | 13% | 7 |
Credentials not specified by the state/entity | 20% | 11 |
Other | 46% | 25 |
29. Individual State Responses
High school diploma
- AK
- AL
- AR
- CA
- CT
- DC
- DE
- FL
- IL
- IN
- KY
- LA
- MD
- MN
- MO
- NJ
- NM
- OH
- OK
- OR
- RI
- SD
- TN
- UT
- VA
- VI
- WA
- WY
Child Development Associate (CDA) degree
- CA
- IA
- MO
- MS
- PA
- VI
- WV
Credentials not specified by the state/entity
Some states/entities indicated that school districts determine paraprofessional requirements.
Other
- AL
- AZ
- CT
- FM
- HI
- IA
- ID
- IL
- IN
- MA
- ME
- MO
- ND
- NE
- NJ
- NM
- NY
- OH
- PA
- RI
- VI
- VT
- WA
- WI
- WV
Other responses included required hours of training, professional development college courses or credits, passing of a paraprofessional Praxis or other assessment, and a combination of credentialing approaches.
30. Cross-sector early childhood educator competencies
Cross-sector competencies | % | # |
---|---|---|
Agreed upon common competencies used by all sectors (Head Start, childcare, Pre-K, etc.) | 19% | 10 |
Common competencies used by some sectors | 37% | 20 |
Developing common competencies | 15% | 8 |
30. Individual State Responses
Agreed upon common competencies used by all sectors (Head Start, childcare, Pre-K, etc.)
- AK
- LA
- ME
- MO
- OR
- PA
- RI
- TN
- WI
- WV
Common competencies used by some sectors
- AR
- AZ
- CO
- CT
- DC
- GU
- IA
- ID
- IN
- KY
- MD
- MI
- MT
- NC
- NE
- NM
- NV
- NY
- OH
- WA
Developing common competencies
- CA
- DE
- MS
- SC
- TX
- UT
- VI
- VT
31. State/Entity preschool special education professional development (PD) and/or technical assistance (TA)
PD/TA | % | # |
---|---|---|
State 619 program provides as needed | 41% | 22 |
Embedded in larger state cross-sector early childhood | 20% | 11 |
Separate from cross-sector early childhood system and larger state department of education | 17% | 9 |
Embedded in larger state department of education | 11% | 6 |
Other, such as a combination of PD and TA opportunities. One state reported that all public-school preschool providers (Title 1, special education, pre-K) must engage in the same preschool professional development. | 11% | 6 |
31. Individual State Responses
State 619 program provides as needed
- AK
- AL
- AZ
- CO
- DE
- GA
- KY
- ME
- MI
- MT
- NC
- NE
- NH
- NJ
- NV
- OK
- OR
- SD
- TN
- TX
- WI
- WY
Embedded in larger state cross-sector early childhood
- HI
- LA
- MA
- MO
- MS
- ND
- OH
- PA
- RI
- SC
- WV
Separate from cross-sector early childhood system and larger state department of education
- CA
- CT
- GU
- IL
- MD
- NY
- VA
- VI
- WA
Embedded in larger state department of education
- DC
- FM
- IA
- KS
- MN
- UT/li>
Other
- AR
- FL
- ID
- IN
- NM
- VT
32. Coaching in state/entity preschool special education personnel development (PD) or technical assistance (TA)
Respondents had the option to choose more than one response category.
Coaching | % | # |
---|---|---|
Inclusion/LRE | 46% | 25 |
Behavioral Supports (e.g. Pyramid) | 46% | 25 |
Instructional approaches | 32% | 17 |
Other, such as embedded instruction, reading and literacy programs, and coaching specific to district needs | 13% | 7 |
32. Individual State Responses
Inclusion/LRE
- AZ
- CA
- DE
- FL
- IN
- KS
- LA
- MA
- MD
- MI
- MO
- NH
- NM
- NY
- OR
- PA
- RI
- SC
- TN
- TX
- VA
- VI
- VT
- WA
- WI
Behavioral Supports (e.g. Pyramid)
- CA
- FL
- GU
- IA
- ID
- LA
- MA
- MD
- MN
- MO
- NC
- NE
- NH
- NM
- NV
- NY
- OR
- PA
- SC
- TN
- VI
- VT
- WA
- WI
- WV
Instructional approaches
- AZ
- FL
- FM
- GU
- IA
- IN
- LA
- MA
- MD
- MO
- NC
- NM
- NV
- VA
- VI
- WI
- WV
Other
- CA
- CO
- CT
- FM
- OH
- PA
- UT
This survey was created in collaboration with the Office of Special Education Programs (OSEP), and the National Association of State Directors of Special Education (NASDSE) 619 Affinity Group with questions designed in partnership with Section 619 Coordinators.