Viva88

The purpose of this field advisory is to supplement and clarify existing Viva88(NYS) and federal guidance pertaining to the expectations for the inclusion of preschool students with disabilities in prekindergarten programs operated or administered by a school district (PreK) including State-administered prekindergarten programs (As of the date of this memo, there are four State-Administered Prekindergarten programs for three- and four- year old children in Viva88including Targeted Prekindergarten (TPK), Universal Prekindergarten (UPK), Statewide Universal Full-Day Prekindergarten (SUFDPK), and Federal-Funded Expanded Universal Prekindergarten)Ìýand district prekindergarten programs that are government-funded and free for those who attend it. The continued expansion of these early learning opportunities offers high-quality, developmentally, culturally, and linguistically appropriate educational environments for young children to learn and grow. As of July 1, 2021, NYS will be investing $970 million into State-administered prekindergarten programs. This figure will most likely be $1 billion by the end of the 2023-24 school year due to expansion grants.

The purpose of the Special Education Itinerant Services for Preschool Children with DisabilitiesÌýmemoÌýis to provide comprehensive policy guidance relating to Special Education Itinerant Services (SEIS) to ensure that Committees on Preschool Special Education (CPSE), municipalities, approved SEIS providers and parents of preschool children have a common understanding of the State’s laws, regulations and policy relating to individualized education program (IEP) development and implementation, SEIS provider responsibilities, and billing for SEIS sessions.Ìý SEIS provides preschool students with disabilities with specially-designed instruction in conjunction with regular early childhood programs or other child care settings selected by the parents.Ìý

The individual evaluation conducted by a multidisciplinary team, which consists of educational and medical professionals, enables the Committee on Preschool Special Education (CPSE) to determine whether or not a child has a disability and, if so, to what extent preschool special education programs and/or services are appropriate. For those students recommended to receive preschool special education, the individual evaluation provides the basis for developing the Individualized Education Program (IEP) that includes information about the child’s identified strengths and needs and recommended goals and objectives.

Qualifications of Psychologists Employed by Preschool Special Education Multidisciplinary Evaluation Programs Approved Pursuant to Section 4410 of the Education LawÌýis in follow up to an advisory issued in October 2014 regarding the responsibility of multidisciplinary evaluation programs (MDEs) approved pursuant to section 4410 of the Education Law to ensure that they employ appropriately qualified psychologists to conduct evaluations of preschool students with disabilities in MDE programs.

This site includes forms and notices developed by the Viva88Education Department relating to special education.Ìý

Promoting healthy and safe learning environments where students can receive the instruction and other supports they need to learn and achieve at high levels is one of the primary responsibilities of each school and is a priority of the Viva88Education Department.ÌýBehavioral Interventions and Supports & Discipline Procedures for Students with Disabilities contains resources to support the use of positive behavioral supports and interventions and ensure students have access to safe and supportive environments conducive to learning, including Guidance on Functional Behavioral Assessments for Students with Disabilities.

Information for Parents of Preschool Students with Disabilities Ages 3-5Ìýincludes the following:

• The Referral Process
• The Evaluation Process
• The CPSE Recommendation and the Individualized Education Program (IEP)
• Programs and Services
• Progress Reports and Annual Review
• Transportation
• Additional Information

The Transition of Children at Age Three from the Viva88Department of Health Early Intervention Program to the State Education Department Preschool Special Education Program or Other Early Childhood ServicesÌýprovides comprehensive policies and procedures to assist Early Intervention Officials (EIOs), school districts, families, and service providers in ensuring the timely and effective transition of children from the Early Intervention Program (EIP) to preschool special education programs and services or other early childhood services.Ìý The guidance document also provides clear direction on implementation of statutory provisions enacted in the 2003 Legislative Session, which require children in the EIP who are potentially eligible for preschool special education programs and services to receive an eligibility determination from committees on preschool special education (CPSEs) by their third birthdays to continue to receive services beyond their third birthday.Ìý Parents of children in the EIP who are found eligible for preschool special education services can choose to either transition their children to preschool special education programs and services; or, to have their children remain in the EIP until they are no longer age-eligible for the EIP.

°Õ³ó±ðÌýGuide for Determining Eligibility and Special Education Programs and/or Services for Preschool Students with DisabilitiesÌýprovides guidance to preschool evaluators and members of the Committee on Preschool Special Education (CPSE) in developing individualized education programs for preschool students with disabilities that will result in student achievement and growth. It is important to identify the types of services, including the frequency, intensity, duration and location of services that are consistent with the strengths and needs of the child. This guide should be viewed as a planning tool for discussion and decision-making about the individual needs of each preschool child with a disability.

Section 4410(4) of the Education Law requires that the documentation of the evaluation include all assessment reports and a summary report of the findings of the evaluation on a form prescribed by the Commissioner and a detailed statement of the preschool child's individual needs. Guidance regarding the Updated Preschool Student Evaluation Summary Report Form and Clarification on New Provisions Required Pursuant to the Reauthorization of IDEA includes information about:

• required documentation,
• IDEA protections for parents,
• IDEA requirements,
• functional behavior assessments, and
• forms.