Preschool Program for Children with Disabilities
Education Service Center-Region 19 is dedicated to supporting Preschool Programs for Children with Disabilities and promoting evidence based practices in early childhood settings for three-to-five year old children.
Our services are designed for preschoolers with disabilities in both the general and special education classrooms and are available to Local Education Agencies (school districts and charter schools) and other community agencies (Early Childhood Intervention [ECI] and community preschools) to assist in the development and implementation of services and programs that meet federal, state, and local mandates for effective evaluation and appropriate intervention.
Upcoming trainings can be found by logging on to www.esc19.net. If you would like to receive specific updates on our trainings and services, please contact the PPCD staff members listed on the left.
COMING SOON To El Paso...
Academy for Teachers of Young Children
Our mission of the Academy is to provide a high quality training opportunity for professionals who work with all young children, infants through age five, who are served in a variety of settings. Training content is based on past Academy evaluations, statewide and regional data from the Texas Education Agency, Local Education Agencies, Head Start programs, Early Childhood Intervention programs, childcare providers, research in early childhood, and national trends.
In the summer of 2019, we will be hosting the 21st Annual Academy for Teachers of Young Children here in El Paso, Texas. The conference is scheduled for July 10-12, 2019. So save the date and stay tuned for more details as they develop. See you there!
The purpose of Child Find is to locate, identify and evaluate children from birth to 21 years of age with disabilities and their possible need for special education and related services. Child Find is a free referral and information service available through local education agencies and Education Service Center Region 19.
Children learn at different rates but some children have significant difficulty in one or more of the following areas: social interaction, play, speech and language, vision, hearing, attention, behavior, or coordinating movements. We’re here to help you access services to meet the unique learning needs of your child. If you are concerned that your child may be learning, playing or interacting differently from others, please call the special education department of your local education agency or ESC Region 19 staff listed above.
This site offers information and resources related to the earliest possible identification of young children and their families who may benefit from early intervention or education services.
The Preschool LRE Initiative was designed to assist districts in assessing the quality of educational programming for preschool children with disabilities in the least restrictive environment. The Individual with Disabilities Education Act (IDEA ’97/2004) gives every child with disabilities, including preschool children with disabilities, the right to a free and appropriate public education (FAPE). State and local education agencies are to provide this education in the Least Restrictive Environment (LRE).
The assumption of the law is that consideration for placement of services for each child with disabilities will begin in the general education classroom. According to 34 CFR §300.551, each LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. In addition, 34 CFR §300.347(b) requires the ARD committee to determine and provide the accommodations, modifications, supports, and supplementary aids and services needed by each child with a disability to be successfully involved and progress in the general education curriculum while achieving the goals of the IEP.
As districts begin the process of providing preschool children with access to the general curriculum, some may struggle with steps for initiation and implementation. The purpose of the Preschool Least Restrictive Environments/Settings Document is to provide an overview of a variety of options for including preschool children. It includes a brief description of each environment, the steps to implementation and additional considerations that might need to be discussed. It is not intended to be a finite list; just a jumping off point to assist decision-makers as they work to develop quality inclusive programs for young children. The link to this document provided above.
Education Service Center Region 19, in coordination with Early Childhood Intervention, facilitates a quarterly Preschool Transition Network Meeting. The network consists of representation from local school districts, Early Childhood Intervention, and Head Start. The goal of the network is a "seamless “transition from one program to another with as few interruptions in services as possible. A copy of a locally developed preschool transition brochure along with District Transition Contacts can be found in the documents section below.
The following state resources are provided as guidance to improve the transition process. Links are provided above.
KEET Guide and KEET Checklist
*The KEET Guide and KEET Checklist provide guidance for building of relationships between local Early Childhood Intervention programs and Local Educational Agencies as they work together to develop, maintain, evaluate, and refine their collaborative systems for the smooth transition of children and their families who leave Early Childhood Intervention services and enter public school services.
Early Transition Memorandum of Understanding
*The purposes of this Early Transition Memorandum of Understanding (MOU) is to define roles and responsibilities between the Department of Assistive and Rehabilitative Services, Division for Early Childhood Intervention (ECI) Services and the Texas Education Agency (TEA) within the respective federal and state mandates; enhance interagency collaboration and relationships; and coordinate an effective system of activities, policies and procedures between TEA and ECI which guide and support the development and implementation of transition services for families of children with disabilities who are approaching age three.
State Performance Plan
The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b), requires each state to develop a six-year performance plan. This State Performance Plan (SPP) evaluates the State’s efforts to implement the requirements and purposes of IDEA and illustrates how the State will continuously improve upon this implementation.
LEAs must submit data for five indicators: 7, 11, 12, 13, and 14. This data is submitted through the TEASE online application. You may access this information using the link above.
**Data for these indicators must be submitted by all ALL DISTRICTS (including charter schools)**