Project RISE: Reimagining Intervention to Support Early Childhood is a five-year, $1.25 million federally funded grant through the U.S. Department of Education’s Office of Special Education Programs at New Mexico State University (NMSU). The goal of Project RISE is to prepare highly qualified, diverse early intervention providers to work with infants and toddlers with identified delays and/or disabilities and their families. The project will establish a Multicultural Early Intervention concentration within NMSU’s Birth–4 non-licensure early childhood pathway. Through modified coursework, specialized experiences, and financial support, Project RISE will fund scholars in the final two years of their program to prepare them as culturally responsive early intervention professionals. Two cohorts will be supported through Project RISE, with the first cohort currently underway and the last cohort beginning in Fall 2026.

Benefits

• Full tuition for 2-year program
• Stipend per semester for childcare, books, and housing
• Travel paid to attend Division of Early Childhood Education Conference with your Cohort

Requirements

• Associate's Degree in Early Childhood Education (ECE)
• Or, pre-requisites for ECE non-licensure program
• U.S. Citizenship

Project RISE Scholars Shine at the DEC 2025 Conference in Portland, Oregon

What an incredible week in Portland! Scholars from Project RISE: Reimagining Intervention to Support Early Childhood proudly attended and presented at the Division for Early Childhood’s 41st Annual International Conference on Young Children with Disabilities and Their Families.

Their panel presentation, “Experiences of Students in an EI Personnel Preparation Grant” took place on Wednesday, October 8th and highlighted the voices and journeys of undergraduate scholars funded by a U.S. Department of Education OSEP grant. These future early intervention professionals shared their personal and academic experiences as first-generation college students, multilingual learners, mothers of children who have received early intervention services, and non-traditional students.

The discussion offered an authentic and powerful perspective on how diverse backgrounds and lived experiences strengthen the field of early childhood intervention. Audience members were inspired by the scholars’ reflections on resilience, cultural identity, and their commitment to serving infants, toddlers, and families in their communities.

The Project RISE team extends deep gratitude to DEC and its members for creating such a meaningful space for collaboration and learning. The ideas exchanged and relationships built throughout the conference embody the spirit of inclusion, advocacy, and excellence that defines the early childhood community.

Together, we are reimagining intervention—one scholar, one family, and one connection at a time.