300 Don Gaspar Avenue Santa Fe, nm 87501



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State Of New Mexico

Public Education Department



New Mexico Extended-Day PreK

Pilot Program Application

SY 2014–15
show


Application Due on March 31, 2014



Hanna Skandera

Secretary, Public Education Department

New Mexico Public Education Department

Jerry Apodaca Education Building

300 Don Gaspar Avenue

Santa Fe, NM 87501

New Mexico PreK Program




Background Information

During the 2005 legislative session, the New Mexico legislature passed the Pre-Kindergarten Act (Children’s Code, Article 23, Sections 32A.23.1.8 NMSA 1978) and provided funding to develop and implement voluntary pre-kindergarten programs to advance childhood development and readiness throughout New Mexico. During the 2014 legislative session, the New Mexico legislature authorized $1,500,000 to pilot extended-day PreK programs in public and charter schools. The PreK Program will address the total developmental needs of preschool children, including physical, cognitive, social, and emotional needs, and will include health care, nutrition, safety, and multicultural sensitivity. The Public Education Department (PED) and the Children, Youth, and Families Department (CYFD) have joint responsibility for the implementation of the PreK programs. The PED will fund school districts and charter schools for PreK services while the CYFD will fund other eligible providers for pre-kindergarten services. On behalf of a school district, Regional Education Cooperatives (REC) may apply to be a PreK program service provider.



Purpose of PreK

The purpose of the PreK Program is to (1) increase statewide access to voluntary, quality, extended-day NM PreK developmental readiness programs, (2) focus on enrolling new children and building community capacity, (3) provide developmentally appropriate activities for New Mexico children, (4) focus on school readiness, and (5) expand early childhood community capacity.



Purpose of this Request for Application

The PED requests applications from currently-funded public school districts, charter schools, and Regional Educational Cooperatives (REC) to provide voluntary, extended-day PreK programs in the 2014–2015 school year for children who have attained their fourth (4th) birthday prior to September 1, 2014 and are not age-eligible for kindergarten. The PreK Program will address the total developmental needs of preschool children, including physical, cognitive, social, and emotional needs, and will include health care, nutrition, safety, and multicultural sensitivity.



Eligibility and Special Conditions

The PreK Program provides voluntary, state-funded, extended-day pre-kindergarten programs for children who turn four years old before September 1st and are not age-eligible for kindergarten (NMSA 6.30.9.10). PreK services for extended-day programs will be provided by public schools including charter schools at an additional per-child reimbursement rate of $3,000. The programs must be located in communities with public elementary schools that are designated as Title I schools and have at least 66 percent of the children served living within the attendance zone of a Title I elementary school.


To maximize student participation in the extended-day pilot, any request for transportation costs must be included in the district, REC or charter school’s FY15 PreK Continuation Application.

This application for Extended-day PreK funding is a competitive process. Section A—Statement of Need, Section B—Organizational Capacity and Plan of Operation, and Section C—Budget have a total of 50 points. Applications will be ranked based on points received, and funds will be awarded according to rankings.


The signed applications are due to the PED on March 31, 2014, by 4:00 p.m. Mountain Standard Time. Please submit your applications through the Web Educator Performance and Support System (EPSS) which can be accessed at http://web-epss.ped.state.nm.us/Security/Login.aspx?ReturnUrl=% 2fDefault.aspx. The district’s Federal Programs Director will have access to upload the application to the Web EPSS.
In addition to submitting the Extended-day PreK application via the Web EPSS, please mail the application signature page with original signatures only to:
New Mexico Public Education Department

Literacy and Early Childhood Bureau

Jerry Apodaca Education Building

Attn: Consuelo Barraza, Room G5

300 Don Gaspar Avenue

Santa Fe, NM 87501
.


New Mexico Extended-Day PreK Program Application

Cover Application Form for School Year 2014-15

A. Name of school district/charter school/REC:

B. Mailing and street address:


C. Telephone number:

D. Please list the total number of child slots and amount of NM PreK funds you are applying for in each category:




  1. Total number of child slots requested: ___________

  2. Program services for the extended-day portion of the PreK day ($3,000 x number of total child slots): _$_________________(includes supplies/materials)



E. Contact person regarding application (person who will have oversight of the program):

Name: Title:



Telephone: Email Address:

  1. Please complete the table below:


Name of School

# of Class-rooms

# of Children

PreK Start Time


PreK

End Time

# of PreK Hours per Full-Day

# of PreK Days per Week

# of PreK Days per Year

Total # of PreK Hours Per Year

(must be equal to or greater than 900)

PreK First Day of School

PreK Last Day of School












































































































































































































Signature of Applicant: I hereby certify that I am authorized to sign this application, that all information contained in this application contains no willful misrepresentation, and that the information is true and complete to the best of my knowledge.

District Superintendent/REC Director/Charter School Administrator Name (print): ______________________

District Superintendent Signature: _______________________________________Date_________

REC Director Signature:_______________________________________________Date_________

Charter School Head Administrator:______________________________________Date_________



The information on this form must be completely filled out including signatures.



Extended-Day Statement of Assurances

By signing below, the applicant ensures the following:



  1. Prior to the first day of the PreK program services each principal, teacher, and teacher assistant is provided with his or her own copy of the NM PreK Program Standards, the PreK Curriculum Policy Brief, the PreK Lesson Plan Form, the NM PreK Essential Indicators with Rubrics, and the Statement of Assurances.

  2. Extended-day PreK funds are used to supplement and expand existing PreK funding in order to provide a full-day PreK experience for children.

  3. All classrooms should provide inclusive settings for children with developmental delays and disabilities based on the federal Individuals with Disabilities Education Act (IDEA). In collaboration with the school district’s special education department, these students should be funded using cost allocation methods. Students with an Individualized Education Program (IEP) for speech services only may be placed in a PreK-funded classroom without cost allocation.

  4. Unless their IEP indicates a different placement, children with special and/or behavioral needs are not dismissed from the PreK Program solely because of their special and/or behavioral needs.

  5. Applicants will ensure confidentiality of all children’s files by providing and maintaining a secure filing system.

  6. The district/charter school/REC must ensure that current program data is maintained on the NM PreK database and information must be updated monthly by the 5th day of each month.

  7. The district/charter school/REC must have a written document explaining how parents are informed of the availability of their local PreK program including how children will be recruited, selected, and enrolled through a process that assures equal access to the program and meets priorities for enrollment.

  8. All PreK programs will establish a process of continuous quality improvement by completing a quality program improvement plan using a variety of self-assessment tools including environmental rating scales and student data. All PreK programs must score at least a total average score of 5 on the Early Childhood Environment Rating Scale–Revised (ECERS–R) and the ECERS–E, the Four Curricular Subscales Extension.

  9. All extended-day PreK programs will provide breakfast and lunch daily by participating in the United States Department of Agriculture (USDA) School Lunch Program. All meals and snacks must meet USDA requirements.

  10. A written transition plan detailing policies and procedures must be in place for families of children moving into the program, exiting the program, and/or transitioning into kindergarten. The transition procedures must reflect the diversity and uniqueness of the children and community in which they reside. Transition procedures must include a series of transition activities that take place throughout the year (e.g., home visits, parent meetings, kindergarten visits) that will prepare the child and family for the upcoming changes and help to make for a positive transition.

  11. Annually, principals at the PreK school sites must attend at least one scheduled NM PreK Administrators’ Meeting or Training.

  12. Each child in the PreK program must receive the following health screenings by a school health care professional prior to the beginning of the program or within the first three months of attendance:

    • physical examination

    • current immunizations

    • vision screening

    • hearing screening

    • dental screening




  13. Developmental screenings must be conducted for each child prior to the 3rd month of attendance. Programs will work for early detection of children at risk for developmental delay. Where possible, the dominant language of the child will be used during screenings. Parents must be informed of the screening results no later than the first parent-teacher conference. Appropriate referrals and services must be made available to address all identified concerns.

  14. PreK programs will adhere to the maximum group size and ratios at all times:

  • The maximum group size is 20 children.

  • The teacher-child ratio is 1:10 with one lead teacher, and if the group size is between 11 and 20, an assistant is assigned to the classroom. Both the teacher and assistant must be district or charter employees.

  1. All PreK teachers will hold an Early Childhood Education, Birth–Grade Three License (250) issued by the PED. If a licensed teacher is hired who does not meet this qualification, that teacher must annually complete at least six (6) hours of college credit in early childhood education that will lead to an Early Childhood Education license. Every PreK classroom must be staffed at all times by a licensed teacher.

  2. All educational assistants will hold a minimum of an Associate of Arts in Early Childhood Education. Educational assistants who do not meet staff qualifications must annually complete at least six (6) hours of college credit in early childhood education that will lead to an Early Childhood Education degree.

  3. If a long-term substitute teacher or assistant must be hired to staff a PreK classroom, the district/charter/REC must inform the PED within 10 days of the placement.

  4. Teachers and educational assistants assigned to PreK classrooms will not be assigned to non-PreK duties during PreK program hours.

  5. To ensure implementation of the New Mexico PreK Observational Assessment tools and planning cycle, participating entities will fully participate in the PreK Consultant (teacher mentor) program, including providing release time for consultation with the assigned NM PreK Consultant.

  6. Participating entities will report program progress by providing program reports in a format designated by the PED no later than the 15th of October and the 15th of February.

  7. On a monthly basis, participating entities will submit to the PED a Request for Reimbursements (RfRs) using the Operating Budget Management System (OBMS).

  8. Participating entities will maintain an inventory of equipment purchased using PreK funds.

  9. Indirect costs cannot exceed one percent of the award.

Superintendent’s Name ______________________________________


Title ________________________________________
Signature ___________________________________

PreK Coordinator’s Name ______________________________________


Title ________________________________________
Signature ___________________________________

PreK Program Requirements and Services

The PreK Program will provide direct services to 4-year-old children. PreK programs funded through this application must meet the following program requirements:




  1. Program Requirements

  1. Enroll only children who have reached their fourth (4th) birthday before 12:01 AM on September 1, 2014 and who are not age-eligible for kindergarten (NMSA 6.30.9.10).




  1. Ensure that at least 66 percent of the children served live within the attendance zone of a Title 1 elementary school.




  1. Adhere to the maximum class size and ratios at all times:

  • The maximum class size is 20 children.

  • The teacher–child ratio is 1:10 with one licensed lead teacher and one assistant if the class size is 11 or larger. Both the teacher and the assistant must be district or charter employees.




  1. Provide PreK services for a minimum of 900 hours of classroom-based services plus at least 90 hours for the following:

  • one (1) home visit conducted early in the school year

  • at least three (3) parent conferences that coincide with the child assessment cycle

  • at least two (2) opportunities for parent group meetings for interaction, information, and transition activities

  • professional development, transition and other activities required by the New Mexico PreK Program Standards (available at www.newmexicoprek.org). Required professional development includes training on the following: the PreK data base, the child observation tools, the assessment and planning cycle, the Early Childhood Environmental Rating Scale-Revised Edition (ECERS–R) and Early Childhood Environmental Rating Scale-Extension (ECERS–E).




  1. Implement classroom-based services using the observation, documentation, and planning cycle required by the New Mexico PreK Observational Assessment System (available at www.newmexicoprek.org) and attend the two (2) required trainings for PreK teachers and educational assistants.




  1. Ensure that each child in the PreK Program receives the following health screenings by a school health care professional prior to the beginning of the program or within the first three months of attendance:

  • physical examination

  • current immunizations

  • vision screening

  • hearing screening

  • dental screening




Parents have the option to use their own health care provider.


  1. Ensure that each child in the PreK Program receives a developmental screening that includes a social-emotional component prior to the 3rd month of attendance. Programs will work for early detection of children at risk for developmental delay. Where possible, the dominant language of the child will be used during screening. Parents will be included in the screening process and informed of the results. Ensure that appropriate referrals and services are made available to address all identified concerns.




  1. Comply with all participation and program data reporting requirements for the:

  • PreK training;

  • child observation, documentation, and planning cycle using the Early Learning Guidelines, including three (3) submissions of child assessment data;

  • exclusive use of the New Mexico PreK Observational Assessment tools; and

  • use of the New Mexico PreK lesson plan form.




  1. Ensure that the program has a current, written parent engagement plan that includes appropriate parental involvement activities to fulfill the required 90 hours. The plan will also document how both the children’s portfolios and the New Mexico Parent Materials (available at www.newmexicoprek.org) will be used to assist parents in supporting their child’s learning.




  1. Adhere to the principles of the New Mexico PreK Curriculum Policy Brief (available at www.newmexicoprek.org) by implementing activities based upon sound child development/early childhood principles; the needs, interests, desires, and relevant life experiences of the children and families served; the language, home experiences, and cultural values of the children served; and the program’s goals and objectives. Program content is based on the New Mexico Early Learning Guidelines (available at www.newmexicoprek.org) and is designed to achieve long-range goals for children in all domains—physical, motor, social, emotional, language, and cognitive. A diagram of the essential elements of NM PreK curriculum is below.




  1. Ensure that each PreK teacher and educational assistant have a current professional development plan in place with PreK program-specific professional goals and timelines, no later than October 1, 2014. Staff must document on-going activities to increase their knowledge, specialization, and qualifications in early childhood education, individualization, and family support.




  1. Ensure that every teacher in each PreK program classroom holds a valid New Mexico Early Childhood Teacher License: Birth through Grade Three. Educational assistants will have an associate’s degree in Early Childhood Education and must hold a valid Educational Assistant License from the PED, as required by NM PreK Program Standards.



elements of nm prek curriculum.png



  1. Ensure that all classrooms provide inclusive settings for children with developmental delays and disabilities based on federal IDEA. In collaboration with the school district’s special education department, these students should be funded using cost allocation methods. Children who are receiving services such as “speech-only” may be served in PreK classrooms without cost allocation.



SECTION A: Statement of Need—20 Points
Please respond to the following questions in narrative form. This section must clearly and succinctly describe the need for an extended-day NM PreK program in the targeted community. Describe the community, so that it is clear that an extended-day PreK program would be beneficial. Then describe who the program would serve and what other services might be available to partner with in that community.

  1. Targeted Community—10 Points

Using supporting demographic data, include a detailed description of the community and families from which PreK children will be served. Provide factors that will likely result in children being at risk for school failure (i.e., rates of poverty, teen pregnancy, low birth weight, juvenile incarceration, abuse and neglect, high school drop-out/graduation rates, and adult literacy).

  1. Need for a PreK Program—10 Points

Describe the unmet need for quality extended-day early care and education services in the community.

    1. Who is the target population and what number of children do you propose to serve?




    1. What is the number of kindergarten children residing in the community?




    1. What is the adequacy and the capacity of PreK facilities in the community? Is there currently a half-day PreK program at this school site? If so, will the proposed extended-day program replace the half-day program?




    1. Describe the need for an extended-day PreK program at this school site.




    1. List the language and literacy services available to families in the community.




    1. List the parent education services available in the community.




    1. How will your program work with other entities or programs providing services to four-year-olds in the community?




    1. What is the extent of local support for extended-day PreK services in the community?




    1. What is the percent of children to be served who live in the school attendance zone of a Title I elementary school?




    1. List the elementary schools where PreK children will attend kindergarten.


SECTION B: Organizational Capacity and Plan of Operation—20 Points

Using a narrative format, provide the following information. This section is divided into two parts: (1) the organization’s capacity to implement the extended-day NM PreK Program and (2) how the organization proposes to implement the program. Applicants proposing to operate more than one PreK site must organize this section in a clear and concise manner so that the reader is able to understand the organization’s capacity, as well as the Plan of Operation for each site.



  1. Organizational Capacity—10 Points

  1. Describe how the extended-day PreK Program will relate to the vision/mission of the school district or charter school and what outcomes are anticipated as a result of this program.

  2. Document that staff are properly licensed and qualified per NM PreK Program Standards.

  3. Describe the location and layout of the proposed PreK classroom(s) within the school building and the proximity of an age-appropriate playground, etc.

  • Does the site have ample classroom space to serve the number of children in this application?

  • Is there a sink in each proposed PreK classroom?

  • Does the classroom include restroom facilities?

  • Has the school district received capital outlay for PreK classrooms in the past? If so, please indicate the school site and number of classrooms.

  • Does the school plan to apply for PreK capital outlay funds for construction or renovation of a classroom or classrooms if such funds are available? If so, please describe the plan for using these funds.



  1. Plan of Operation—10 Points

Applicants must describe the plan of operation for the proposed PreK program. This description must include, at least, the following:


  1. Provide the school calendar indicating when PreK services will be provided during the school year.




  1. Describe your curriculum model including the tools and processes that will be used to plan and implement the NM PreK curriculum. Please indicate

  • the title of any purchased or proposed curriculum kits owned by the school/ district that you propose to use in the NM PreK program;

  • the teacher training requirements and plans for this model;

  • how you ensure that the kit/model is aligned with the Early Learning Guidelines; and

  • if you plan to purchase new curriculum in 2014–15, please indicate the title, cost, and training.

  1. Provide a sample of a proposed daily classroom schedule. Include time in the schedule for daily developmentally appropriate small group time for intentional instruction in literacy and math skills. Please note that ECERS-R requires one-third of the day in centers. Time spent in centers may be divided between morning and afternoon. Best practice indicates that the time provided for naps should not exceed one hour per day. A sample schedule follows as an attachment.




  1. Plan sufficient time for

  • lesson/curriculum planning;

  • timely completion of documentation of child observations and portfolios; and

  • daily classroom set up/preparation and sanitation of materials.




  1. Provide a sample lesson plan on the required PreK lesson plan form (available at www.newmexicoprek.org) that aligns with the ELGs.

SECTION C: Extended-Day Budget—10 Points
Please complete the Extended-Day Program Budget Request Form that includes projected expenditures, number of FTE’s funded by the PreK funds, and justification for each line item. Applicants must provide a detailed budget for costs to operate the extended-day portion of the PreK program. All costs should be reasonable and well justified and must relate to the proposed project activities.
Examples of allowable costs include the following:

  • salaries and benefits

  • materials and supplies

  • equipment

  • up to one percent of the total award amount for program services may be used for administrative costs

Examples of unallowable costs include the following:



  • construction, renovating, or acquiring real property

  • organized fundraising

  • out-of-state travel

  • vehicles


Proposed PreK Extended-Day Pilot Program Budget Request

Projected Expenditures for the Extended-Day Portion of the PreK Program for School Year 2014–2015





Line Items

# of FTEs

Total

Budget Justification

(Provide a description of the proposed activities and how each budget line item will be expended.)

Salaries






$




Benefits











Professional development











General supplies and materials











Fixed assets (more than $5000)











Supply assets ($5000 or less)











Other contract services











Employee travel











Student travel











Indirect costs (1% Cap)












Total proposed budget amount:





$






To maximize student participation in the extended-day pilot, any request for transportation costs must be included in the district, REC or charter school’s FY15 PreK Continuation Application.

ATTACHMENT


Sample Schedule for Extended-Day PreK Pilot Programs







8:008:15

ARRIVAL




Teacher welcomes students and visits with families.




Students will place personal items into cubbies, flip attendance cards, sign in,




answer “question of the day”, and wash hands for breakfast.




Assigned students will set the table for breakfast.







8:15–8:40

BREAKFAST




Meals are served "family-style" in the classroom. Children wash hands as they finish.







8:40–9:00

LARGE GROUP ACTIVITIES




The morning session topics include book sharing, phonological awareness activities, math skills exercises, a daily question and discussion,




the morning message, a discussion of the day’s activities, music and movement,




job assignments, and finger plays.







9:00–10:10

CENTERS / FREE CHOICE




Morning centers include Art, Blocks, Math and Fine Motor, Science and Discovery, Library, Writing,




Dramatic Play, Music and Movement, Cooking, and Water/Sensory Table.




A teacher- or assistant-guided small group activity may also be a choice at this time.







10:10–10:20

CLEAN-UP




Children will put all toys, games, costumes, etc. in their place.




One child monitors the clean-up process and records results.







10:20–10:50

AM RECESS




Outdoor play







10:50–11:00

WASH HANDS

 

Children participate in transition songs, finger plays,

phonological awareness, and counting activities

as they wait their turn.


 




 

 

11:00–11:35

SMALL GROUPS

 

In the late morning session, teacher and assistant will each work with one-third of the class. The other children will participate in

 

quiet activities. The groups will rotate every 10 minutes.








11:35–11:45

PREPARE FOR LUNCH




Children will wash hands while the assistant sanitizes tables.

Assigned students will set the table for lunch.






While children wait their turn to wash their hands, they will participate in transition activities such as songs, finger plays, and phonological awareness activities.













11:45–12:20

LUNCH/WASH HANDS/BRUSH TEETH




Meals are served "family-style" in the classroom. Children will wash hands and brush teeth as they finish. Children may get their mats and enjoy a quiet activity.







12:20–1:05

REST AND RELAXATION




During this quiet time, the room is darkened but allows enough natural light for children to read,




write, or assemble puzzles quietly.




The teacher and/or assistant may read to individual children quietly.







1:05–2:05

CENTERS / FREE CHOICE




Afternoon centers include Art, Blocks, Math and Fine Motor, Science and Discovery, Library, Writing,




Dramatic Play, Music and Movement, Cooking, and Water/Sensory Table.




A teacher- or assistant-guided small group activity may also be a choice at this time.







2:05–2:10

CLEAN-UP




Children will put all toys, games, costumes, etc. in their place.




One child monitors the clean-up process and records results.







2:10–2:25

LARGE GROUP




Closing activities are designed to reinforce the day’s learning and wrap up the day. Teachers ask: "What did we learn today?" They review phonological awareness activities, songs, finger plays, the morning message, and end with a story.













2:25–2:30

PREPARE FOR DISMISSAL




Dismissal at 2:30


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