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Central Administration
Board of Education
William K. Lloyd, Ph.D., Superintendent of Schools
James K. Sharpe III, President
Rhonda Taylor, Assistant Superintendent for
Curriculum and Instruction
Bruno Cubas, Vice President
Neville G. Georges, Trustee
Myrtle Dickson,
Assistant Superintendent for Human Resources
Bancroft Burke,
Assistant Superintendent for Business Affairs
Dr. Terri Mangum, Trustee
Emerson Mott, Trustee
Makala Holman, Student Member
1
Program Highlights
O Greetings and Introductions
O History and Overview of Pre-K in New York State
O Overview of Uniondale Pre-K Grant
O Impact of Pre-K
O Options for Consideration
O Sustainability
O Program Design
O Program Evaluation
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Why Invest in Pre‐K?
“Every dollar we invest in high-quality early childhood education can
save more than seven dollars later on.” - President Obama, SOTU 2013
(http://www.nieer.org/sites/nieer/files/Getting%20the%20Facts%20Right%20on%20Pre-K.pdf)
Research has demonstrated that pre-kindergarten substantially
impacts individually administered assessments of language, literacy,
and mathematics.
(http://nieer.org/sites/nieer/files/APPLES%205th%20Grade.pdf)
The Committee on Economic Development strongly supports
investments in early childhood education due to the correlation of
those that participated in a pre-kindergarten program and who are
college and career ready upon high school graduation.
(https://www.ced.org/pdf/Unfinished-Business.pdf)
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New York State
Board of Regents
“Early childhood
education for all
children ages birth
through grade 3 is an
integrated system
designed to ensure that
each child receives a
healthy start and
attains the skills and
concepts to have a
successful academic
experience in
developmentally -appropriate programs.”
“Components of the
system include
standards based
programs that start
early, instruction by
highly qualified persons
and an environment
that coordinates
comprehensive
services and provides
information and
support to families.”
New York State Board of Regents, Early Childhood Policy (2006)
4
The Growth of Pre‐K in New York State
1966: “Experimental Pre-Kindergarten”
1998: “Universal Pre-Kindergarten”
2013: “Priority Pre-Kindergarten”
2014: “Statewide Universal Full-Day Pre-Kindergarten”
2015: “New Federal Expanded Preschool Grant”
5
Exper.
Pre-K
Universal
Pre-K
Priority
Pre-K
Full-Day
Pre-K
Expanded
Pre-K
Number of
School
Districts
3 BOCES 444
School
Districts
26 School
Districts
(2 new)
53 School
Districts
(9 new)
5 School
Districts
(2 new)
Number of
Students
Served
308
101,652
6,054*^
36,980*^
2,348*”
Total Annual
Appropriation
$1,303,00
0 (State)
$385,034,73
4 (State)
$25,000,00
0 (State)
$340,000,00
0 (State)
$25,000,00
0 (Federal)
*Includes children also served in Universal Pre‐K program
^Projected for SY 2014‐15
“Projected for SY 2015‐16
6
Labor Force
Region
Number of
Four-Year Olds
Total Served in
Pre-K
Percentage
Served
New York City
81,897
67,655
82.61%
Western New York
12,831
8,572
66.81%
Southern Tier
6,506
3,614
55.55%
Mohawk Valley
4,717
2,602
55.16%
Central New York
6,883
3,742
54.37%
Finger Lakes
10,963
5,604
51.12%
North Country
4,320
2,066
47.82%
Hudson Valley
25,560
9,346
36.56%
Capital District
9,249
3,254
35.18%
Long Island
28,132
8,506
30.24%
New York State Total
191,058
114,961
60.17%
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Preschool Expansion
Grant Timeline
August 2014:
U.S. Education Department announces grant
opportunity
October 2014:
Applications due
December 2014:
Winners announced; New York is among them
April 2015:
Statement of Work/MOUs due to U.S.E.D.
June 2015:
Payments to school districts begin
September 2015:
Pre-K begins
8
Selection of School Districts for the
Federal Preschool Expansion Grant
The top four districts (Uniondale, Yonkers, Port Chester-Rye, and
Indian River) plus New York City, were selected based on the highest
weighted rate using the methodology below:
SED organized the nearly 700 school districts into Need/Resource-Capacity (N/R-C)
categories. Any district with 5,000 or more pupils not in an existing Pre-K program will
automatically be qualified as a Subgrantee, regardless of other State-funded Pre-K
programs that are currently in place.
O Any other district that currently receives either Priority Prekindergarten or Full-Day
Prekindergarten would not be eligible to be a Subgrantee in order to focus efforts on the
most underserved populations.
O The rank order of the remaining four school districts was then determined by
O 0.5 multiplied by the district’s rate of Limited English Proficiency students, added to
O 0.5 multiplied by the district’s three-year average Free and Reduced Price Lunch
ratio, added to
O 0.75 multiplied by the percent of un-served Pre-K pupils in the district.
O This final number was multiplied by the percentage of unserved four-year olds in each
district.
O
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Preschool Expansion Grant
School Year 2015‐16
School
District
144
Improved
High-Quality
Pre-K Seats
0
0
1,221
Port Chester
125
0
Indian River
108
0
New York City
750
0
Uniondale
Yonkers
New High-Quality
Pre-K Seats
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Required Teaching Certification
for Pre‐K
O
A teaching license or certificate valid for service in the early childhood grades pursuant
to Part 80 of 8 NYCRR including, but not limited to:
O
O
O
O
O
Early Childhood Education (Birth - Grade 2),
Pre-K - Grade Six or Nursery,
Kindergarten – Grade 6, or
A teaching license; or
Pre-K teachers employed by non-profit organizations, community-based organizations,
libraries and/or museums must have a bachelor’s degree in early childhood education
or a related field and must have a written plan to obtain certification valid for service in
the early childhood grades as follows:
For teachers hired on or after March 31, 2014, within three years after
commencing employment, at which time such certification shall be required for
employment;
O For teachers hired prior to March 31, 2014, by no later than June 30, 2017, at
which time such certification shall be required for employment.
O
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Pre‐K Grant Impact
O An increasing number of students each year will be serviced
O Provides increased access to quality Pre-K experiences
O Kindergarteners enter school better prepared
O No impact on taxes
O Increases value of residents’ homes
O Adds value to community as a whole
12
Pre‐K Grant Overview
Full Day Pre-Kindergarten Program -- $10,000 per student
Year 1
Year 2
Year 3
Year 4
Total
Budget
$1,878,000
$1,440,000
$2,440,000
$3,440,000
$9,198,000
# of
Students
144
144
244
344
# of
Classes
8
8
14
19
Minimum of 10% of the total grant will go to
Community Based Organizations (CBO) either
through student placement or programs
provided on site.
13
Budget Components
PERSONNEL
(includes salaries and benefits)
O Pre-K Teachers
O Teaching Assistants
O Security
O Nurse
14
Budget Components
SUPPLIES
O
O
O
O
Student and teacher furniture
Instructional materials
Classroom supplies
Technology
TRAVEL
O
O
Transportation for students to field experiences
Conferences and workshops
15
Purchased Services
O Subcontracting to Community
Based Organizations (CBOs)
O Leased space for district-run
programs
16
Meeting the 10% CBO Requirement
Leased Space for District-run Program
Nassau BOCES and other CBOs:
Service ELL and Special Education students;
provide counseling and social services
Uniondale Public Library:
In-school and in-library workshops
Local Universities:
In-school workshops and professional
development
Local Museums:
Utilize Long Island Children's Museum and
Cradle of Aviation programs
Cornell Cooperative Extension and
other local CBOs:
CBO Programs
Local Pre-K programs would apply for
consideration to house Uniondale’s Pre-K
program
New York State regulation required a
competitive process called a request for
proposal (RFP)
An RFP would be advertised with specific
requirements and deadlines
Pre-K sites would have to submit a
proposal
A team of stakeholders would review and
rate the responses to the RFP
Gardening, nutrition and other life skills
lessons
Local Music and Art CBOs:
Fine and performing arts programs
A minimum of at least one site visit to the
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CBO is required in the process
Why Pre‐K
O Ensure
O
O
O
O
students master skills needed to be
successful in Kindergarten
Ensure students enter Kindergarten ready for
challenges of Common Core
Build a sense of community and responsibility to self
and others
Promote language and vocabulary development
Level the playing field for students to be
academically prepared
18
Prepare Students for Kindergarten
 Learn about and manage self
 Acquire and refine gross and fine motor




coordination skills
Understand and follow classroom rules
Develop pre-reading skills (letter and sound
recognition)
Develop basic math concepts
Engage in creative play
19
Locations for Consideration
 Option 1:
Lease Shubert Elementary School, Baldwin

Option 2:
Place students in Community Based Organizations
(CBOs)
20
Descriptions
Shubert Elementary School
835 De Mott Ave., North Baldwin
Existing elementary school
building
Community Based Organization
A public, private, or nonprofit
entity representative of a
community or a significant
segment of a community
Local Pre-K programs
Contains indoor and outdoor
spaces designed for children
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Shubert Elementary School
Advantages
PROS
JUSTIFICATION
All students in one building
Provide parity/equity of service
Utilize existing administrative staff
No cost to district; consistent
message and approach
Hire certified teachers
School district standards and control
Professional development delivered
to all teachers
Consistency of message, priorities,
approach
Standardized curriculum
Delivered to all students
Transportation provided to all
students
No cost
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Shubert Elementary School
Advantages (cont.)
PROS
JUSTIFICATION
No need for renovations
No cost
District nutrition and anaphylaxis
guidelines will be followed
Health and wellness
Use indoor and outdoor play spaces
designed for children
Utilize existing facilities
Oversight by district administrators
more easily facilitated
One location
Outside CBOs provide services
Museums, BOCES, library, local
universities
Unified planning of field trips
All children benefit
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Shubert Elementary School
Advantages (cont.)
PROS
JUSTIFICATION
Greater oversight of security and
support personnel
Safety and security centrally
managed and supervised
State of the art furniture and
instructional supplies
Grant monies support necessary
purchases
Distance from Uniondale High School
3.2 miles, 9 minutes
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Shubert Elementary School
Disadvantages
Cons
JUSTIFICATION
Not located within Uniondale School Travel time
District borders
25
CBO Program
Advantages
PROS
JUSTIFICATION
Partnering opportunity
Increased collaboration with
community organizations
No cost for renovations
Use existing Pre-K programs
Economic development in the
community
Supplementing existing Pre-K
programs
26
CBO Program
Disadvantages
CONS
JUSTIFICATION
Students placed in varied facilities
Disparity and inequity of service
Staff selected by CBOs
Less district impact; teacher
certification required in three years
Professional development provided
by school district
Uneven professional development
No cost for UPK students
Some students free; others not
Program administered by individual
CBO
District oversight limited due to
constraints of program placement
27
Sustainability According to Grant
“The State, in coordination with each
Subgrantee, intends to sustain High-Quality
Preschool Programs after the grant period,
including any non-Federal support that the
State or each Subgrantee commits to
contribute.”
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Sustainability
Shubert Elementary School
and
CBOs
Enhance Pre-K program with donations and grants to be added to state
funding
“The State is committed to maintaining any
slots created or enhanced by this grant
after the grant period ends.” (p. 88)
29
Program Design
30
Application Process
 District-designed application
 Lottery system for acceptance
O
O
O
Years one and two:
Year three:
Year four:
144 students
244 students
344 students
 Screening instrument—PALS-Pre-K
O
O
O
O
O
Name writing
Knowledge of alphabet
Beginning sound awareness
Print and word recognition
Rhyme awareness
31
Curriculum Framework
 Research-based curriculum focusing on New York State’s
Pre-K Domains
 Developmentally appropriate – addresses the key domains
of child development
 Aligns with the New York State Pre-K Foundation for the
Common Core
 Ensures continuity with the Kindergarten curriculum
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Curriculum
Literacy and Language Development
Phonological
Awareness
Comprehension
Oral language and
Vocabulary
Book/Print Awareness
Letter and Word
Knowledge
Writing/Written
Expression
Fluency
Become familiar with nursery rhymes and rhyming songs
Discriminate same/different words
Identify and produce rhymes
Identify similar-sounding words
Answer questions about a story
Compare and contrast
Connect information to real-life experiences
Discuss character traits
Identify and retell information
Note/discuss story details
Obtain information from photographs and pictures
Organize information into a chart
Retell story events
Discuss/interpret illustrations, simple charts, and webs
Discuss today’s accomplishments
Extend understanding of words and word meanings
Follow directions
Link vocabulary to personal experience
Listen with interest/show understanding
Name/describe actual or pictured objects
Participate in a classroom chat
Use content words
Clap and/or count words in a sentence
Demonstrate directionality in print
Demonstrate the proper use and care of books
Identify the role of the author and photographer/
illustrator
Focus on letter names
Identify letters in a word
Match letters
Learn the alphabet
Record in a journal
Use pictures, signs, and symbols to represent oral
language, ideas, stories
Listen daily to fluent and expressive informal texts
Speak with appropriate volume, intensity, and tone
33
Curriculum (cont.)
Math
Geometry and Spatial
Sense
Recognize, name, describe, and compare shapes or objects.
Demonstrate an awareness of symmetry
Patterns
Time Concepts
N/A
Measurement
Compare size, length, capacity, or weight
Explore the concept of capacity
Explore the weight of objects
Explore using non-standard measures of length
Measure length and height of objects
Numbers and
Operations
Use one-to-one correspondence
Problem-Solving
Classification and
Data Collection
Estimate time
Name standard tools for measuring time
Explore and solve a simple, orally presented problem
Explore charts and graphs
34
Curriculum (cont.)
Social Studies
Individual, Culture,
and Community
Economics
Discuss routines and activities at home and at school
Investigate was that people form a community
Learn about different cultures
Describe possible roles/responsibilities that people have
Science
Science Processes
Science Concepts
Use the senses to investigate
Describe patterns in nature
Discuss growing up
Explore feeling sensations on skin
Learn about animals
Observer/describe attributes
Fine Arts and Music
Fine Arts
Music
Draw pictures
Perform dance moves
Reenact a story or rhyme
Use various materials to create artwork
Make instruments
Participate in music activities
Media and Technology
Media
Technology
Listen to/use electronic versions of stories
Use a computer
Use various devices (mouse, keyboard, touch screen)
35
Curriculum (cont.)
Physical Development
Gross Motor Skills
Demonstrate coordination and balance
Follow a sequence of movements
Preform actions in sports, games and stories
Show an awareness of body parts
Show an awareness of moving through space
Fine Motor Skills
Coordinate hand movements
Explore small manipulative objects
Learn sign language signs and finger spelling
Practice eye-hand coordination
Social/Emotional Development
Emotional
Development
Social
Development
Adjust to a new classroom situation
Express opinions
Act with courtesy nod respect to others
Care for classroom materials/school property
Cooperate with others
Discuss etiquette
Help others
Participate in group activities
Share with others
Health and Safety
Health
Discuss how to stay healthy
Discuss ways to protect the body
Practice good habits of health and hygiene
Safety
Discuss playground rules
Learn/practice safety rules
36
Professional Development
Professional development will be:
O provided by Uniondale staff so as to ensure quality of
instruction and will be based on identified needs
O focused on improving teacher performance
O connected to the goals and needs of the Pre-K and
kindergarten programs
O focused on application of real-world situations
37
Professional Development
Session
Topics
Scheduling
and
Frequency
Whole Child Practicum
Student Readiness
Family Readiness
School Readiness
Child Development Appropriateness
Child Development Abilities
Academic Focus/Curriculum – Follow the Pre-K Curriculum Chart
outlined by pre-K Curriculum and Instruction Committee
Instructional Delivery
Culturally Relevant Teaching
Differentiated Instruction
Scaffolding Instructional Tasks
Two hours of mandated PD a month
Five Days prior to the beginning of the school year
Monthly Skype Sessions – Scholars and professional in the field
38
Parent Orientation
Meetings




Program Information
Application Process
Registration and Orientation
Open House
Parent Workshops
 Curriculum
 At Home Support
 Transitioning to Kindergarten
39
Program Evaluation
 A thorough analysis of the performance of the
students who attended the pre-kindergarten
program as opposed to those who did not will
be conducted
 This analysis will inform the decision regarding
improvement of the Pre-Kindergarten program
40
Pre‐K Works!
Building
California Avenue
Grand Avenue
Northern Parkway
Smith Street
Walnut Street
District Totals
Attended
preschool
Entered K knowing
10 or more letter sounds
Entered K knowing
3 or more concepts of print
Attended
Pre-K
Did NOT
Attend Pre-K
Attended
Pre-K
Did NOT
Attend Pre-K
22%
73%
39%
79%
60%
46%
95%
65%
80%
65%
39%
43%
7%
N/A
N/A
36%
63%
29%
74%
46%
38%
25%
15%
92%
63%
27%
90%
69%41
34% 50%
Pre‐K Across Long Island
County
# of School
Districts
# of Pre-K
Programs
Nassau
56
19
Suffolk
69
40
Long Island
125
59
42
Next Steps
O Community Survey
O Must be returned by March 13, 2015
O Board of Education Action
O March 24, 2015
O Presentation Availability
O District website:
http://district.uniondaleschools.org
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