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Improving
Systems,
Practices,
and
Outcomes
Part B, Section 619 National Survey 2023
Updated November 19, 2024, 10:25 AM
This summary describes the results of a survey conducted with 54 Part B, 619 Coordinators in 2023. It provides a national picture of preschool special education programs to inform local, state, and national improvement efforts.
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. States and entities reported that they provided preschool special education services to 716,382 children under IDEA in school year 2019-20.
An online questionnaire was distributed to all Part B, Section 619 Coordinators (hereafter referred to as 619 Coordinators) in July 2023. Following are the responses to 39 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 entities (Federated States of Micronesia, Guam, and the Virgin Islands) (hereafter referred to as states) responded to the questionnaire. In most cases, the primary respondent was the 619 Coordinator. In some cases, other staff responded on behalf of the 619 Coordinator. All information is based on the responses of the 54 states, unless otherwise noted.
1. Position
Position
Position
%
#
619 Coordinator
85%
46
Interim 619 Coordinator
4%
2
Other
11%
6
2. Length of time in their position
Respondents reported the length of time in their current position. 59% reported being in their position three years or fewer. 7% percent of respondents indicated they had been in their present position more than nine years.
Most 619 coordinators are 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 most of their time to preschool special education. Just over two thirds of coordinators reported having additional 619 state staff.
7. 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
57%
31
State Education Agency (SEA), Early Learning Unit
26%
14
Co-located in the State Education Agency (SEA) in both the Special Education and Early Learning Units
9. Portion of 619 Coordinators' time dedicated to activities specific to the 619 program
Portion of 619 Coordinators' time dedicated to activities specific to the 619 program
Portion of time
%
#
Almost all time (91% or more)
33%
18
Majority of time (71% - 90%)
19%
10
Half or a little more of time (51-70%)
37%
20
Less than half (less than 50%)
11%
6
10. Additional staff with time dedicated specifically to state-level 619 administration and/or technical assistance
Additional staff, when available, may be dedicated to preschool special education work on a full or part-time basis and may be in state or regional offices, housed in universities, or be private contractors.
Additional staff with time dedicated specifically to state-level 619 administration and/or technical assistance
In 9 states, children transitioning from Part C and eligible for 619, may receive 619 services at age two (or a specified age between two and three) if they will turn three during the school year. Some states have enacted the Part C Extension Option, which allows children served in Part C and eligible for 619 to continue to receive Part C services.
AL, AR, CA, GA, KY, MI, MO, NM, NV, NY, OH, OK, PA, VA, VI, WV
18. Requirement or guidance for maximum number of children in self-contained classrooms
The maximum number of children with disabilities allowed in a self-contained preschool special education classroom varied across reporting states from 6 to 20, most requiring two adults.
Requirement or guidance for maximum number of children in self-contained classrooms
AR, CA, CO, FL, GA, GU, IL, MA, ME, MI, MN, MO, NC, NH, NJ, NV, NY, OH, OK, PA, TN, VA, VI, WV
19. Requirement or guidance on ratio of children with and without disabilities in regular early childhood classrooms
Of the states that shared their guidance on ratios for children with and without disabilities, most (15) describe the required reporting ratio of at least 50 percent of nondisabled children (i.e., children not on IEPs), or a similar description of that ratio.
Requirement or guidance on ratio of children with and without disabilities in regular early childhood classrooms
Promoting early childhood inclusion beyond IDEA requirements
AR, AS, AZ, CA, CO, DC, DE, FL, ID, IL, KS, KY, LA, MA, MD, ME, NE, NH, NJ, NM, NV, OH, OR, PA, RI, SC, SD, TN, TX, VA, VI, VT, WA, WI, WV, WY
Providing itinerant services
AK, AR, AZ, DE, GU, HI, IL, LA, MD, ME, MI, MO, MS, NC, NM, NV, NY, OH, PA, RI, SC, TN, UT, VA, VI, VT, WI, WV, WY
Creating inclusive classrooms comprised of various programs
AK, AS, AZ, CA, CO, DC, DE, GU, IA, IL, KY, LA, MD, ME, MO, MS, NC, NE, NJ, NM, NV, OH, OK, OR, RI, TN, UT, VA, VI, VT, WA, WI, WV, WY
Using funds to support preschool inclusion
AS, AZ, DC, DE, FL, IA, IL, KY, MA, MD, MI, MO, MS, NC, NE, NJ, NM, NV, OH, OR, RI, TN, TX, UT, VA, VI, VT, WA, WI, WV, WY
Funding itinerant services
AK, AL, AZ, DE, HI, IL, MA, MD, ME, MI, MO, NC, NM, NV, NY, OH, TN, UT, VI, VT, WI, WV, WY
Braided funding to create inclusive classrooms
AZ, CA, DE, FL, GA, IA, IL, IN, KS, KY, MA, MD, MN, MS, NC, ND, NM, NV, NY, OH, TN, UT, VA, VI, VT, WA, WI, WV
24. 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
%
#
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)
44%
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
Dedicated staff/contracted personnel focused on LRE/inclusion
43%
23
State-provided professional development (PD) or technical assistance (TA), primarily cross-sector
63%
34
State-provided PD or TA, primarily for special educators
74%
40
Other state-led efforts, such as PD and TA on specially designed instruction and funding for a state inclusion specialist
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, AS, AZ, CA, CT, DE, FL, GA, GU, HI, KS, MA, MD, ME, NE, NM, NY, OH, OR, SC, TN, VI, WA, WV
Special education state-level task force with one other partner (e.g., state pre-K or Head Start)
AS, CO, FL, IL, 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, WA, WI
Dedicated staff/contracted personnel focused on LRE/inclusion
AR, AS, AZ, CA, CO, IL, MA, MI, MO, NC, NE, NH, NM, OR, PA, RI, SC, TX, VA, VI, VT, WA, WI
State-provided professional development (PD) or technical assistance (TA), primarily cross-sector
Other, such as the EDHI Board, EC Workforce, and Child Care Advisory panel
FL, PA, RI, SC, SD, WY
27. State-level collaboration with Head Start
State-level collaboration with Head Start
Collaboration with Head Start
%
#
State-level MOU with Head Start
46%
25
Currently developing a state-level MOU
19%
10
State-level coordination of TA and guidance
70%
38
School districts encouraged to maintain Memoranda of Understanding (MOUs) with local Head Start grantees
87%
47
Other, such as collaboration around SDI work and Pyramid Model, joint program visits, quarterly quality meetings to problem-solve and plan, and every other year Early Years Conference
CA, CO, GA, GU, HI, ID, IN, KY, LA, MD, ME, MO, MT, NE, NV, NY, OH, OR, SC, SD, TN, VA, VI, VT, WY
Currently developing a state-level MOU
AZ, DE, GU, IA, KS, MI, NY, PA, RI, WA
State-level coordination of TA and guidance
AK, AR, AZ, CA, CO, DE, GA, GU, HI, IA, ID, IL, KS, KY, LA, MA, MD, ME, MN, MO, MS, MT, NC, ND, NH, NJ, NY, OH, OR, PA, RI, SC, TN, VT, WA, WI, WV, WY
School districts encouraged to maintain Memoranda of Understanding (MOUs) with local Head Start grantees
AK, AL, AR, AZ, CA, CO, CT, DE, FL, GA, IA, ID, IL, KS, KY, MA, MD, ME, MI, MN, MO, MS, MT, NC, ND, NE, NH, NJ, NM, NV, NY, OH, OK, OR, PA, RI, SC, SD, TX, UT, VA, VI, VT, WA, WI, WV, WY
Other, such as collaboration around SDI work and Pyramid Model, joint program visits, quarterly quality meetings to problem-solve and plan, and every other year Early Years Conference
CO, DE, IA, ID, MS, NH, OR, PA, RI, SC, VT, WV
28. States that license, accredit, or approve preschool classrooms
Some programs require multiple license or approvals.
State-level collaboration with Head Start
School Approval
Special Education Approval
Same as Childcare
Programs/Classrooms
%
#
%
#
%
#
Special education classrooms
57%
31
41%
22
19%
10
State pre-K
56%
30
4%
2
35%
19
Head Start
17%
9
6%
3
54%
29
Title 1
61%
33
6%
3
17%
9
Child Care
0%
0
2%
1
91%
49
School district pre-K
67%
36
11%
6
22%
12
Private pre-K
4%
2
4%
2
48%
26
29. Identification as a preschool child with a disability as an eligibility criterion for state pre-K regardless of family income (for the states 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 with state pre-K
Identification as a preschool child with a disability
%
#
Is an eligibility criterion regardless of family income
