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. Generally speaking, children ages 3 to 5 years old who have not yet entered Kindergarten are eligible for preschool services. Special Education Policy ensures that preschool children with disabilities receive timely and appropriate services in the least restrictive environment and that those services are coordinated with State and local agencies, specifically the school district and county of the child’s residence. Our experienced staff assist children , 3 to 5 years old, in developing foundational and pre-academic skills necessary to succeed in future educational and social experiences. Our staff take a team approach in providing services and coordinating each child’s transition to Kindergarten.

Services Offered

  • Speech Therapy
  • Occupational Therapy
  • Physical Therapy
  • Special Education Itinerant Teacher Services
  • Teacher of the Visually Impaired
  • Teacher of the Deaf
  • School Psychology/Counseling
  • Multi-Disciplinary Evaluations
  • Supplemental Evaluations
  • Service Coordination
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Upon receipt of the report the CPSE will schedule a meeting that includes the parent, county representative, at least one evaluator and any other participants deemed necessary. Testing results are discussed the team which includes parents determine the level of services necessary. The school district reserves the right to make the final determination of eligibility of special services.

Approved Counties

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  • Albany County
  • Columbia County
  • Dutchess County
  • Fulton County
  • Greene County
  • Montgomery County
  • Otsego County
  • Rensselaer County
  • Saratoga County
  • Schenectady County
  • Schoharie County
  • Ulster County
  • Washington County
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Frequently Asked Questions

What are Pre-K Services?

A preschool student with a disability shall be eligible for special education services and programs pursuant to section 4410 of the Education Law provided that the student has a disability as defined in section 200.1 of NYS Education Law. Special Education Policy ensures that preschool children with disabilities receive timely and appropriate services in the least restrictive environment and that those services are coordinated with State and local agencies, specifically the school district and county of the child’s residence.

Who is eligible for Pre-K Services?

A preschool student suspected of having a disability shall be referred in writing to the chairperson of the district’s committee on preschool special education. Such referral may be made by the persons specified in section 200.4(a)(1) of this Part. All residents of NYS are eligible for initial referral of a suspected delay and or disability. Parents may refer their child via written request to the Special Education Chairperson of the home public school district of residence.

How is eligibility decided?

Upon referral, the referred preschool student will be evaluated/assessed and in turn the school district will convene a meeting (CPSE) to review these findings and make a determination of eligibility as well as approval of Special Education Services as applicable and in alignment with Committee on Preschool Education meeting outcomes. In the event that a child is determined to be eligible to receive Preschool Special Education services, parents are able to select a provider from approved county listings.

Where are Pre-K Services provided?

Preschool Special Education services are intended to be provided in a setting most conducive to the child and families need(s) and may occur in school, home and or community settings.

What makes Advanced Therapy Pre-School Services different from our competitors?

Advanced Therapy can state that our therapists, administration and professional skills are better than that of competitors, but only you as a consumer will be able to answer that question. I am sure that when you contact our clients, you will find that Advanced Therapy is considered one of the top companies in the area and spoken very highly of by those who work with us. So what is it that makes us different?

  • We can offer continuity for your child by having them work with a therapist from 3 years of age throughout school age. If your child attends a district preschool it is more than likely that we are the related service provider for that district (contact Advanced Therapy to see if we service your district). This allows us to assign a therapist to your child that will continue services when they transition to school.
  • Our staff is also familiar with the differences of pre-school and school age services. They are able to make recommendations and set goals that are appropriate to each setting. We have implemented a “Preschool Transition Form” to assist our staff with communication of your child’s needs to therapist who work in districts we do not service.

How do I refer my child to the Committee on Preschool Special Education (CPSE)?

For more information about Preschool Evaluations, Programs and Services contact our office at 518-867-3061 or the CPSE of your school district.

Community Based Organization (CBO)/UPK STAFFING

What do we offer?

Advanced Therapy is a Community Based Organization which provides staffing within nearby districts for Universal Pre-Kindergarten programs.

Our teachers, teaching assistants and therapy staff collaborate with districts to provide this educational service. Our teachers and staff adhere to all district policies, procedures and guidelines, as well as implement the district’s curriculum, as aligned to the state’s Pre-Kindergarten Foundation for the Common Core and the New York State Early Learning Guidelines.

What are the benefits of our program?

Children attending our classrooms benefit from a curriculum which includes activities and play opportunities that support cognitive, language, physical and social-emotional growth. While striving to give every child a strong foundation for future school success, teachers plan and implement lessons that are a balance of teacher-directed and child-initiated tasks. To accomplish this goal, teachers plan and implement lessons that are a balance of teacher-directed and child-initiated tasks. Teachers also complete intentional planning of tasks to focus instruction on the individual learning styles and needs of specific children. A typical day in one of our classrooms includes circle time, center time, story time, music and movement, gross motor play, and small group instruction. Our teachers and teacher assistants provide a structured and nurturing environment which encourages and celebrates every child’s development, achievements and successes.

Advanced Therapy is unique in that we offer our collaborative partners the benefit of our therapy staff integrating into the classroom setting. Our therapy staff, including occupational therapist(s), physical therapist(s), speech and language therapist(s) and school psychologist(s), provide push-in, whole group support to our classrooms in an RTI format that allows all students to benefit from their expertise in identified skill areas. Our skilled clinical staff also actively partner with the classroom educational team to identify areas of need and target these specific areas via planning of educational activities and lessons that naturally promote and reinforce these skills.