State Of New Mexico
Public Education Department
New Mexico Extended-Day PreK
Pilot Program Application
SY 2014–15
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 prekindergarten 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, extendedday 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.
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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
.
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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:
F. Please complete the table below:
Name of School
# of
Classrooms
# of
Children
PreK
Start
Time
PreK
# of PreK
# of
# of PreK Total # of
Days per PreK Hours
End Time Hours per PreK
Full-Day Days per
Year
Per Year
Week
(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.
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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
 hearing screening
 current immunizations
 dental screening
 vision 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,
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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.
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.
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.
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.
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.
Teachers and educational assistants assigned to PreK classrooms will not be assigned to nonPreK duties during PreK program hours.
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.
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.
On a monthly basis, participating entities will submit to the PED a Request for Reimbursements
(RfRs) using the Operating Budget Management System (OBMS).
Participating entities will maintain an inventory of equipment purchased using PreK funds.
Indirect costs cannot exceed one percent of the award.
Superintendent’s Name ______________________________________
Title ________________________________________
Signature ___________________________________
PreK Coordinator’s Name ______________________________________
Title ________________________________________
Signature ___________________________________
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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
a. 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).
b. Ensure that at least 66 percent of the children served live within the attendance zone of a
Title 1 elementary school.
c. 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.
d. 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).
e. 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.
f.
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
 hearing screening
 current immunizations
 dental screening
 vision screening
Parents have the option to use their own health care provider.
g. 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
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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.
h. 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.
i.
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.
j.
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.
k. 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.
l.
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.
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m. 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).
2.
Need for a PreK Program—10 Points
Describe the unmet need for quality extended-day early care and education services in the
community.
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a.
Who is the target population and what number of children do you propose to serve?
b.
What is the number of kindergarten children residing in the community?
c.
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 extendedday program replace the half-day program?
d.
Describe the need for an extended-day PreK program at this school site.
e.
List the language and literacy services available to families in the community.
f.
List the parent education services available in the community.
g.
How will your program work with other entities or programs providing services to fouryear-olds in the community?
h.
What is the extent of local support for extended-day PreK services in the community?
i.
What is the percent of children to be served who live in the school attendance zone of
a Title I elementary school?
j.
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
a. 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.
b.
Document that staff are properly licensed and qualified per NM PreK Program
Standards.
c.
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?
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


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.
2. Plan of Operation—10 Points
Applicants must describe the plan of operation for the proposed PreK program.
description must include, at least, the following:
This
a. Provide the school calendar indicating when PreK services will be provided during the
school year.
b. 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.
c. 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.
d. 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.
e.
Provide a sample lesson plan on the required PreK lesson plan form (available at
www.newmexicoprek.org) that aligns with the ELGs.
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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
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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.
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ATTACHMENT
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Sample Schedule for Extended-Day PreK Pilot Programs
8:00–8:15
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.
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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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