Special Education Preschool

Resources for Families

If you have concerns about your child’s skills, contact the school district where you live to request a special education evaluation. For additional resources, visit partner sites below.

Understanding the Special Education Referral Process: Steps to Support
The document outlines the steps involved in the Special Education Referral Process, which helps identify and support students with unique needs through collaboration between parents, teachers, and other professionals. It details the stages from initial concern to evaluation, development of an Individualized Education Program (IEP), and parental rights in case of a refusal to evaluate.

Help Me Grow Utah
Help Me Grow Utah is a free information and referral helpline that provides parents, physicians, and community partners across Utah with resources to make a difference in the lives of pregnant parents and families with children eight and under. 

Special Education Services for Preschoolers with Disabilities
Center for Parent Information and Resources

Support Coordination Services
Utah Department of Health and Human Services

Transition from Early Intervention to Preschool (IEP): Model IEP Meeting
YouTube video that demonstrates what an IEP meeting could look like.
De la Intervención Temprana a la Educación Especial Presentación
Video de YouTube que demuestra cómo podría ser una reunión del IEP 

Utah Parent Center (UPC)
The mission of the UPC is to help parents help their children, youth and young adults with disabilities and special healthcare needs to live included, productive lives as members of the community. 

Indicator 6: Environment

Preschool Utah Core Standards
Utah State Board of Education Teaching and Learning

Individualized Education Program (IEP)

Decision Tree for Reporting Educational Environments for Students Ages 3-5 with IEPs
A decision tree for reporting educational environments for preschool students aged 3-5 with Individualized Education Programs (IEPs), helping educators determine the appropriate Self-Contained Resource Attendance Management (SCRAM) codes for these students. 

Preschool Service Time on the IEP
Technical assistance document that attempts to clarify common misconceptions around service time in preschool special education services by highlighting that the process for determining service time and setting should be consistent with the procedures used for K-12 students, while also considering the unique needs of preschool-aged children.

Preschool Regular Education Teacher as a Member of the IEP Team
Technical Assistance that explains the essential role of preschool regular education teachers in the IEP team, emphasizing their participation in developing, reviewing, and revising IEPs to ensure students with disabilities receive appropriate support and inclusion in the regular education environment. It provides options for Local Education Agencies (LEAs) to meet the requirements for including a preschool regular education teacher in eligibility and IEP meetings.

Policy

Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs
The United States Department of Education and Health and Human Services set a vision and provide recommendations for increasing the inclusion of children with disabilities in high-quality early childhood programs, ensuring all children receive individualized support to fully participate alongside their peers.

Indicator 7: Outcomes

Utah Program Improvement Planning System for Special Education (UPIPS)
Used by the Utah State Board of Education to monitor and support compliance with federal and state requirements in Local Education Agencies (LEAs) across Utah, ensuring improved educational results and functional outcomes for students with disabilities. 

Utah Preschool Outcomes Data Timeline
A timeline infographic for the Utah Preschool Outcomes Data (UPOD) collection process, detailing key dates and activities for the school year to ensure timely and accurate reporting of preschool outcomes. 

Decision Tree for Summary Rating Discussions
A summary of the decision-making process for determining the functioning level for preschool children with individualized education programs (IEPs), helping educators and administrators complete entry and exit ratings on UPOD. 

Definitions for Child Outcomes Summary (COS) Ratings
The Early Childhood Technical Assistance (ECTA) Center and The Center for IDEA Early Childhood Data Systems (DASY) define the COS ratings utilized, providing criteria for evaluating preschool children's developmental progress and functioning in various settings to ensure accurate and consistent assessment scores in UPOD. 

Office of Special Education Programs (OSEP) Requirements: Reporting Child Outcomes
The ECTA Center and DASY outline the Office of Special Education Programs (OSEP) requirements for reporting child outcomes, detailing the criteria and progress categories for evaluating the developmental progress of preschool children with IEPs. 

Annual LEA Determination
This UPOD data funnel outlines the process for making annual LEA determinations on indicator 7, using entry and exit scores to evaluate and categorize student progress in key developmental areas.

Child Outcomes Summary (COS) Process
The Early Childhood Technical Assistance (ECTA) Center's site explains the Child Outcomes Summary (COS) Process. The page also offers resources for professional development and training on the COS process.

Indicator 12: Early Childhood Transition

Transition from Early Intervention Data Input System (TEDI)
Designed to facilitate data exchange between Local Education Agencies (LEAs) and the Baby and Toddler Online Tracking System (BTOTS) for managing student data and transitions from early intervention to preschool special education services. 

Baby Watch: Early Intervention Program
Utah Department of Health and Human Services

Federal Individuals with Disabilities Education Act (IDEA) Part C and Part B Transition Requirements for Late Referrals to IDEA Part C (≤135 Days Before Child’s 3rd Birthday)
Technical assistance on the Individuals with Disabilities Education Act (IDEA) early childhood transition requirements, providing guidance on how to fulfill these requirements effectively, particularly in light of the 2011 Part C regulations.

IDEA Part C Early Intervention to Part B Preschool Transition
Technical assistance for transitioning children from IDEA Part C early intervention to Part B preschool services, ensuring compliance with federal and state requirements for smooth and effective transitions.

Indicator 12 Preschool Transition from Part C to Part B Monitoring Checklist
A checklist that LEAs and the Preschool Special Education Specialist can utilize to outline the procedures and systems in place in an LEA to ensure timely evaluations, eligibility determinations, and the development of Individualized Education Programs (IEPs) for preschool children transitioning from Part C to Part B services by their third birthday.

Part C to Part B Early Childhood Transition Timeline for State Performance Plan (SPP)/Annual Performance Report (APR) Indicators C-8A, 8B, 8C, B-11 and B-12 For Part C Children Determined Eligible at Least 90 Days Prior to Their 3rd Birthday
The Early Childhood Technical Assistance (ECTA) Center provides a timeline for children from IDEA Part C early intervention transitioning to Part B preschool services who are determined eligible for Part C on time, detailing key steps and deadlines taken by Part C and Part B to ensure compliance with federal and state requirements.

Preschool Transition Compliance Timeline
Technical assistance on the compliance timeline for LEAs to follow when documenting children who transition from IDEA Part C early intervention to Part B preschool services.

Transition from Early Intervention Part B Responsibility Timeline
Technical assistance on the Part B responsibility timeline for LEAs to follow for children who transition from IDEA Part C early intervention to Part B preschool services.

IDEA Part C Early Intervention to Part B Preschool Transition: Addressing "Parent Declined" Conference
This technical assistance document provides guidance on LEAs’ responsibilities when parents decline the preschool transition conference from IDEA Part C Early Intervention to Part B Preschool. It aims to clarify the rules and regulations around the referral process, address liability concerns, and offer strategies for effective communication with parents.

Preschool Roundtable

The Preschool Roundtable is a monthly coordination meeting for Local Education Agency (LEA) preschool coordinators and directors across the state, including both general and special education. Led by the Utah State Board of Education (USBE) preschool special education specialist and the preschool specialists in teaching and learning, these meetings are held remotely via Zoom. The sessions are recorded, and a link along with meeting highlights is sent out afterward. The roundtables focus on compliance, available resources, and provide an opportunity for collaboration among LEAs. 

2025-2026 Meeting Dates 

September 8, 2025 from 12:30 to 3:30 p.m. 
October 20, 2025 from 12:30 to 3:30 p.m. 
November 10, 2025 from 12:30 to 3:30 p.m. 
December 15, 2025 from 12:30 to 3:30 p.m.
January 12, 2026 from 12:30 to 3:30 p.m. 
February 9, 2026 from 12:30 to 3:30 p.m. 
March 16, 2026 from 12:30 to 3:30 p.m. 
April 20, 2026 from 12:30 to 3:30 p.m. 
May 18, 2026 from 12:30 to 3:30 p.m.