Pre-Kindergarten BOE Presentation 11-19-13


Pre-Kindergarten Exploration

West Hempstead School District

Board of Education Presentation

November 19, 2013

Strategic Plan 2011-2014



Use of Data

To Improve


Raising Student








Educational Equity Action Plan

• Examine the need and feasibility of a pre-school program

• Visit programs

• Investigate pre-school options

• Research success of this early intervention in the literature

The Need

• 34% of the current kindergarten students have no preschool experience (range from

31%-38% over the past four years)

• The 2013 average incoming screening score

(including motor, language and concepts):

51% for students without pre-school

77% for students with pre-school (51% higher than students without pre-school)


• Westbury

• Freeport

• Long Beach

• Herricks

• Oceanside

• Lawrence

• Franklin Square


• Funding: UPK, District, UPK/District,

Parents Pay (scholarships available)

• Providers: District staff or outside contractors (Harbor Day, St. Joseph’s

College, SCOPE)

• Length of Day: half day, full day, optional length of day

Classroom Set-up

Program Components:

Group Time

Center Time




Dramatic Play



Artistic Expression

Collaboration with Families


• Exposure to the “Language” of School

• Experience with the “Routines” of School

• Expansion of Background Knowledge

• Foundation in Academic Vocabulary

• Initial Foundation in the Common Core


• Socialization and Learning through Play

• Closing the Achievement Gap Through Early


Projected Costs

• One-time Start up Costs:

--development of space

--classroom set-up ($8,000-$10,000 per classroom —4 classes/2 classrooms

$16,000- $20,000)

• Recurring Costs:

--per-pupil cost can range from $2,700-

$6,000 per student per year,

--depending on the model selected

(4 classes/64 students--$172,800-$384,000)

Next Steps

• Decide whether to proceed with exploration

• Continue to examine research

• Choose a model and determine cost of program

• Determine number of students to be served

• Determine cost of developing space

• Explore funding sources

• Identify selection process

• Develop curriculum

The Big Questions…

Are we ready to open the door of opportunity for all students by building a strong pre-school foundation?

Do we believe that pre-school can help to close the equity gap?

How will we fund the program?

Do we fund Pre-K before we consider restoring/filling in what has been lost?

What does the research say?

• Stanford University: the achievement gap starts as early as 18 months, by age five there can be a twoyear gap.

• Dickinson ( Vanderbilt ) and Snow ( Harvard ) —a child’s vocabulary score in kindergarten can predict reading comprehension scores in later grades.

• Fernald and Weisleder ( Stanford ) —there is a wide discrepancy between the number of “child-directed” words heard per day by pre-schoolers (670 vs.

12,000). Children who hear more words have larger vocabularies by age two. There is a correlation between strength of vocabulary and literacy development in children.

Research continued….

• Pianta, University of Virginia —after receiving high-quality Pre-K, at risk students demonstrated the same achievement levels as their peers without risk factors.

• Gormley, Georgetown University —Preschool education has considerable potential to improve educational outcomes for Hispanic children.

What does our data tell us?

• Language and concept scores on the kindergarten screening indicate a significant discrepancy between the students who have attended pre-school and those who have not attended pre-school.

• The number of letters and sounds that students can identify upon entering kindergarten is significantly different for the two groups of students.

• Additional factors such as ELL and poverty exacerbate the discrepancy between the two groups of students.

Are we ready to launch a developmentally-appropriate pre-kindergarten option?