ECTA Center: Part B, Section 619 National Survey 2021

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.

Length of time 619 Coordinators have held their position.
Years	%	#
Less than 1 year	26%	14
1-3 years	33%	18
4-9 years	24%	13
More than 9 years	17%	9

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 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

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	17 17
Making decisions about how 619 discretionary funds are used	35%	19	43%	23	19 23
Monitoring compliance for preschool special education/619	43%	23	48%	26	23 26
Monitoring compliance for Part B (age 3-21)	7%	4	54%	29	4 29
Developing the State Performance Plan, Annual Performance Report (SPP/APR) 619 indicators (Indicators B-6, B-7, B-12)	43%	23	54%	29	23 29
Developing the SPP/APR beyond 619 indicators	6%	3	50%	27	3 27
Implementing special education initiatives preschool and school age (e.g., equity, family engagement, SSIP, SPDG)	33%	18	65%	35	18 35
Coordinating with Part C around transition and other topics	70%	38	28%	15	38 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 Section 619 Coordinators' time dedicated to activities specific to the 619 program
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 with time dedicated specifically to state-level 619 administration and/or technical assistance
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

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.

Funding sources for provision of preschool special education services in addition to federal Part B 611 and 619 funds
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 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

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.

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.

Preschool special education eligibility categories
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

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 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 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 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

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.

U.S. Department of Education, Provisions Related to Children With Disabilities Enrolled by Their Parents in Private Schools, March 2011

Preschool special education (619) service delivery
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.

Special education caseload requirements
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 or guidance for maximum number of children in self-contained classrooms
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 or guidance on ratio of children with and without disabilities in regular early childhood classrooms
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

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

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

17. Written information and/or guidance for families

Respondents had the option to choose more than one response category.

Reference to early learning guidelines/standards required or recommended in IEP
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

18. State regulations, policy, or guidance to improve preschool LRE/inclusion

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 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

20. Section 619 Coordinator membership in leadership teams

Respondents had the option to choose more than one response category.

Section 619 Coordinator membership in leadership teams
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.

State and entity 619 program involvement in statewide early childhood initiatives or activities
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.

State-level collaboration with 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.

State-level collaboration with Head Start
	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 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.

State-estimated percentage of school districts with Title I preschool
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)

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

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

28. Credentials/certifications/licensure required for preschool special education teachers

Respondents had the option to choose more than one response category.

Credentials/certifications/licensure required for preschool special education teachers
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

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)

State/Entity preschool special education PD/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 in state/entity preschool special education PD/TA
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

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Part B, Section 619 National Survey 2021

Length of time 619 Coordinators have held their position

1. State agency or office in which 619 is located

State Education Agency (SEA), Special Education Unit

SEA, Early Learning Unit

Co-located in the SEA in both the Special Education and Early Learning Units

Other

2. 619 Coordinator role as lead (primary state level responsibility) or participant in state activities

Monitoring of IDEA preschool funds (Lead)

Monitoring of IDEA preschool funds (Participant)

Making decisions about how 619 discretionary funds are used (Lead)

Making decisions about how 619 discretionary funds are used (Participant)

Monitoring compliance for preschool special education/619 (Lead)

Monitoring compliance for preschool special education/619 (Participant)

Monitoring compliance for Part B (age 3-21) (Lead)

Monitoring compliance for Part B (age 3-21) (Participant)

Developing the State Performance Plan, Annual Performance Report (SPP/APR) 619 indicators (Indicators B-6, B-7, B-12) (Lead)

Developing the State Performance Plan, Annual Performance Report (SPP/APR) 619 indicators (Indicators B-6, B-7, B-12) (Participant)

Developing the SPP/APR beyond 619 indicators (Lead)

Developing the SPP/APR beyond 619 indicators (Participant)

Implementing special education initiatives preschool and school age (e.g., equity, family engagement, SSIP, SPDG) (Lead)

Implementing special education initiatives preschool and school age (e.g., equity, family engagement, SSIP, SPDG) (Participant)

Coordinating with Part C around transition and other topics (Lead)

Coordinating with Part C around transition and other topics (Participant)

3. Portion of Section 619 Coordinators' time dedicated to activities specific to the 619 program

4. Additional staff with time dedicated specifically to state-level 619 administration and/or technical assistance

Additional state staff dedicated to 619

5. Funding sources for provision of preschool special education services in addition to federal Part B 611 and 619 funds

Local school district funds

Medicaid funds (in some or all school districts)

State-specific funds

General education per pupil funds

Other

6. Written guidance provided to school districts on how IDEA funds (611 and 619) may be used to support preschool special education

Written guidance provided

7. Preschool special education eligibility categories

All or most Part B eligibility categories

Some Part B eligibility categories

Non-categorical

8. Use of Developmental Delay eligibility category

Uses Developmental Delay

Does not use Developmental Delay

9. Ages for which eligibility category of Developmental Delay applies

3-9

3-5

Other

Does not use Developmental Delay

10. Use of specific instrument/tool(s) required or recommended for eligibility determination

Required

Recommended

11. Preschool special education (619) service delivery

LEAs provide 619 services

Intermediary/regional units responsible provide 619 services

Combination of LEAs and intermediary/regional units

State/entity acts as the LEA responsible for 619 services

Other

12. Special education caseload requirements

Preschool special education classroom teachers

Preschool special education itinerant teachers

Speech/language personnel

13. Requirement or guidance for maximum number of children in self-contained classrooms

Provided

14. Requirement or guidance on ratio of children with and without disabilities in regular early childhood classrooms

Provided

15. Use of preschool-specific IEP form

Used

16. Reference to early learning guidelines/standards required or recommended in IEP

Required

Recommended

17. Written information and/or guidance for families

Transition

Early childhood outcomes

Inclusion (preschool placement options; least restrictive environment)

Suspension/expulsion

Other

18. State regulations, policy, or guidance to improve preschool LRE/inclusion

Creating inclusive classrooms comprised of various programs

Promoting early childhood inclusion beyond IDEA requirements

Using funds to support preschool inclusion