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Guidance Documents Related to Preschool

The following publications related to Preschool are listed in chronological order. This page will be updated as new guidance is released.

Special Education Field Advisory Memo: Special Education Itinerant Services for Preschool Children with Disabilities (October 2015)

The purpose of the Special Education Itinerant Services for Preschool Children with Disabilities memo is 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.  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. 

Special Education Field Advisory Memo: Guidelines for the Use of Speech-Language Telepractice in the Delivery of Related Services to Students with Disabilities (September 2015)

The purpose of the Guidelines for the Use of Speech-Language Telepractice in the Delivery of Related Services to Students with Disabilities is to provide important information regarding the use of telepractice in the delivery of speech and language related services.  Speech-language telepractice is a remote service delivery model that utilizes telecommunications technology as the medium for the provision of speech and language services.

Special Education Field Advisory Memo: Qualifications of Psychologists Employed by Preschool Special Education Multidisciplinary Evaluation Programs Approved Pursuant to Section 4410 of the Education Law (August 2015)

Qualifications of Psychologists Employed by Preschool Special Education Multidisciplinary Evaluation Programs Approved Pursuant to Section 4410 of the Education Law is 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.

Revised New York State Required Form: Prior Written Notice (Notice of Recommendation) Relating to Special Education (July 2013)

The State’s Prior Written Notice forms may be used in their current Word format, or may be converted to another format, including a computerized format and may be inserted on school district letterhead. The form is available in English, Chinese, Haitian Creole, Korean, Russian and Spanish. 

State-required Forms for Individualized Education Programs (IEPs), Meeting Notices and Prior Written Notice (September 2011)

This site includes forms and notices developed by the New York State Education Department relating to special education. 

Guidance on Functional Behavioral Assessments for Students with Disabilities (May 2011)

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 New York State Education Department. Behavioral 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.

Guide to Quality Individualized Education Program (IEP) Development and Implementation (February 2010)

The Guide to Quality Individualized Education Program (IEP) Development and Implementation provides important information for Committees on Preschool Special Education and Committees on Special Education on federal and State requirements relating to IEPs that must be considered in developing instructionally relevant and legally correct IEPs for students with disabilities.

Special Transportation for Students with Disabilities (March 2005)

Special Transportation for Students with Disabilities is a memo intended to provide information to Committees on Special Education (CSEs) and Committees on Preschool Special Education (CPSEs) to assist in developing individualized education program (IEP) recommendations for students with disabilities with special transportation needs and communicating with transportation personnel to ensure IEP implementation. 

Calculating Dates to Plan Transition from Early Intervention to Preschool Special Education (February 2005)

Many children who receive Early Intervention Program (EIP) services may also be eligible for special education programs and services as preschoolers. In this case, several key dates are defined in law and regulation relating to the action steps within the transition planning process from EIP to preschool special education programs and/or services. Calculating Dates to Plan Transition from Early Intervention to Preschool Special Education includes an online tool to assist interested parties in identifying those key dates for individual children.

The Transition of Children from The New York State Department of Health Early Intervention Program to The State Education Department Preschool Special Education Program or Other Early Childhood Services (February 2005)

The Transition of Children at Age Three from the New York State Department of Health Early Intervention Program to the State Education Department Preschool Special Education Program or Other Early Childhood Services provides 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.  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.  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.

Clarification of the Use of Teachers of the Speech and Hearing Handicapped Working for 4410 Programs (June 2004)

Clarification of the Use of Teachers of the Speech and Hearing Handicapped Working for 4410 Programs is a policy memorandum intended to clarify what services can be provided by a teacher of the speech and hearing handicapped (TSHH) to preschool students with disabilities through a special education program approved pursuant to §4410 of the Education Law, and which services require that the provider be fully licensed as a speech-language pathologist (SLP) pursuant to Article 159 of the Education Law. 

Guide for Determining Eligibility and Special Education Programs and/or Services for Preschool Students with Disabilities (January 2003)

The Guide for Determining Eligibility and Special Education Programs and/or Services for Preschool Students with Disabilities provides 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.

Universal Prekindergarten Program: An Ideal Setting for the Integration of Preschool Students with Disabilities (December 2001)

Universal Prekindergarten Program: An Ideal Setting for the Integration of Preschool Students with Disabilities includes information about the following:

  • what universal Prekindergarten is,
  • participation of children with disabilities in UPK,
  • successful integration factors for UPK programs to consider,
  • information UPK providers and CPSE should share,
  • staff development that supports integration,
  • parental involvement,
  • assessments and re-evaluations, and
  • how students with disabilities transition to Kindergarten
Updated Preschool Student Evaluation Summary Report Form and Clarification on New Provisions Required Pursuant to the Reauthorization of IDEA (January 2000)

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.
Revised Memorandum of Mutual Understanding with Head Start (April 1999)

The New York State Education Department has finalized a revised "Memorandum of Mutual Understanding" with the Region II Administration for Children and Families, Office of Family Supportive Services, U.S. Department of Health and Human Services; the New York State Head Start Association and the Quality Improvement Center for Disabilities of New York University. This revision replaces the most recent agreement which was signed April 1991. The revised agreement represents the mutual support and sharing of personnel and information resources that have been occurring between the Department and the Head Start Community in New York State for close to 20 years. It reinforces the original 1982 agreement's basic premise that coordination of services between school districts and Head Start Programs will maximize resources for the benefit of preschool children with disabilities and their families. A copy of the agreement is attached for your information.