Indicator 6: Percent of children aged 3 through 5 with IEPs attending a: A. Regular early childhood program and receiving the majority of special education and  related services in the regular early childhood program; and B. Separate special education class, separate school or residential facility.

The New Hampshire Department of Education State Performance Plan (SPP) and Annual Performance Report

PTAN works collaboratively with RACE 2K, a project of the Parent Information Center to support the NH Department of Educations’ efforts to address Indicator 6.  Race 2K project staff are available to provide technical assistance to districts around Preschool LRE issues.

Related NH DOE Memos and Documents

FY’16 Memo#9 – Early Childhood Inclusion

FY’14 Memo 23 – Preschool Least Restrictive Environment: Entering Data (2/4/14)
FY’14 Memo #23: NHSEIS Tip Sheet(2/4/14)
FY’14 Memo #21: Clarification on providing copies of IEP to Teachers/Service Providers Responsible for Implementing the IEP (2/4/14)
FY’14 Memo #15 LRE Requirements Update (10/3/13)

FY’13 Memo #9: Preschool LRE Requirements and Data Reporting (10/15/12)
FY’13 Memo#22: NHSEIS Data Reporting Requirements: Educational Environments (Settings) and Indicator 5 for Students with IEPs aged 6-21 (6/13/13)

2.29.12 OSEP Letter re: preschool LRE

FY’10 Memo #19: Preschool Learning Environment: Special Education Program Approval (12/4/09)


Helpful Resources

Inclusion in Early Childhood Programs – Discussion Recording Available Online

On February 11, 2016, the U.S. Departments of Education and Health and Human Services hosted a discussion about inclusion in early childhood programs and why it matters to states, early childhood programs, families, and young children with and without disabilities. The discussion was recorded and is now available online.  View the discussion here.


New IRIS Module: Early Childhood Environments

The IRIS Center recently released a learning module on Early Childhood Environments: Designing Effective Classrooms, which offers information on setting up effective inclusive early childhood classroom environments for young children. It also discusses the interrelated physical, social, and temporal components of those environments and adaptations that teachers might use to better meet the needs of children with disabilities.


ED & HHS Release Policy Statement on Inclusion in Early Childhood Programs
The “Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs,”released jointly by the Departments of Education (ED) and Health and Human Services (HHS) on September 14, 2015, states that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.


Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)

Early Childhood Inclusion: A Joint Position Paper from NAEYC and DEC


Research Synthesis on Early Childhood Inclusion –  The National Professional Development Center on Inclusion (NPDCI) has published a summary of key conclusions drawn from a review of the literature on early childhood inclusion. For more information and to download the synthesis go to


SSECT Tip Sheet: Entering Regular Early Childhood as the Program Placement in to NHSEIS
SSECT Tip Sheet


On-Line ModuleUnderstanding Preschool Special Education Settings, Program Placement and Data Reporting Requirements

Race 2K at the Parent Information Center (PIC) has created an on-line module to provide Special Education Administrators, Preschool Special Education Coordinators and staff an overview of the reporting requirements related to Preschool Special Education Settings, how to enter data in NHSEIS and information about Preschool Least Restrictive Environment. To View the module click here. The module can also be found on the front page of the RACE 2K website

Resources to Support Young Children and Families Experiencing Homelessness
Children experiencing homelessness face multiple challenges and are more vulnerable to developmental delays and social emotional problems. Due to the challenges experienced by these children, it is important that they have access to comprehensive services, including high quality early care and education (ECE) programs. Research Connections‘ July 2015 Research-to-Policy Resource List (, based on a comprehensive search of its collection, explores: the prevalence, experience, and impact of homelessness among young children; access to ECE for children experiencing homelessness; ECE programs and practices that support children experiencing homelessness; and approaches for addressing trauma associated with homelessness for young children.


New Research Brief Reviews the Evidence Base on Preschool Education [October 24, 2013]
A new research brief, written by an interdisciplinary team of early childhood experts, provides a non-partisan, thorough review of the current evidence on why early skills matter, which children benefit the most from preschool, the short- and long-term effects of preschool on children’s school readiness and life outcomes, the importance of program quality, and the costs versus benefits of preschool education. The brief was funded by the Foundation for Child Development and produced in collaboration with the Society for Research in Child Development. To learn more see, Investing in Our Future: The Evidence Base on Preschool Education (October 2013), by Hirokazu Yoshikawa, Christina Weiland, Jeanne Brooks-Gunn, Margaret R. Burchinal, Linda M. Espinosa, William T. Gormley, Jens Ludwig, Katherine A. Magnuson, Deborah Phillips, Martha J. Zaslow. An executive summary is also available.

A panel discussion about the brief hosted by the New America Foundation, Too Much Evidence to Ignore: New Findings on the Impact of Quality Preschool at Scale (October 16, 2013), was recorded and is available for viewing online.

Response to Intervention (RTI) in Early Childhood 
Response to Intervention (RTI) refers to a process of intervening with children who are at-risk for learning disabilities to:

  • Identify learning difficulties earlier and more reliably
  • Decrease the number of inappropriate referrals to special education
  • Decrease the disproportionate representation of minority children in special education

While the RTI model has typically been used with school-aged children, RTI resources are being developed to meet the unique needs of very young children. Click here to go to the NECTAC website for resources

On February 12, 2013, the Division for Early Childhood (DEC) of the Council for Exceptional Children, the National Association for the Education of Young Children (NAEYC), and the National Head Start Association (NHSA) announced the release of their jointly-developed paper, Frameworks for Response to Intervention in Early Childhood: Description and Implications (2013). The joint paper was developed to: (1) provide clarification and guidance on the relationship of RTI frameworks to the unique context of early childhood programs serving children from birth until school entry; (2) help to dispel misunderstandings and misconceptions related to RTI in early childhood; and (3) promote a broader understanding and discussion of the topic.


Quality Indicators of Inclusive Programs/Practices: A Compilation of Selected Resources Available resources and indicators of high quality inclusive practices are presented in this compilation. Assembling many different resources in one place allows for easy comparison of potential indicators of quality. Excerpts and adaptations of the resources are intended to provide some familiarity with the content of each resource and encourage further examination via links to more complete information. National and state-developed resources contained within this document have been designed for a variety of audiences, and may be useful for families, practitioners, program administrators, technical assistance personnel, researchers, and state administrators.  Available online at

PTAN Partnerships for Preschool Inclusion: Self-Evaluation Tool – This self-evaluation tool provides a framework for discussion that promotes partnerships that benefit young children with special needs and their families. A team that includes representation from preschool special education, child care and families is assembled to consider and discuss each of the tool’s items. Once completed, the team reviews their responses and decides which item(s) to work on to improve the quality of services they provide. The selected items are developed into an action plan that guides the team’s future work together.

Self Evaluation Tool

Self Evaluation Action Plan


NH Preschool Program Models Survey Summary Report
The NHDOE Bureau of Special Education, in collaboration with PTAN and SSECT (Supporting Successful Early Childhood Transitions) recognized and responded to preschool special education coordinators and administrators need for descriptive data about preschool service delivery and classroom models to support program development within their districts. With assistance from the National Early Childhood Technical Assistance Center (NECTAC), a statewide survey was developed to provide detailed information about program models that allow districts to support preschool children with disabilities, not yet in kindergarten. This report summarizes the survey findings and provides an overview of the early childhood programs supported by school districts across NH for preschool children with disabilities. Information gathered through this survey reflects district program model or models in place when the survey was completed in September, 2012.
NH Preschool Program Models Survey Summary Report


The NH Council on Autism Spectrum Disorders
The Early Childhood Technical Assistance Center (ECTAC)