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2010-11
UNIVERSAL PREKINDERGARTEN
QUALIFICATION TOOL
APPLICATION &
INFORMATIONAL GUIDE
John B. Mattingly, Commissioner
New York City’s Administration for Children’s Services
Joel I. Klein, Chancellor
New York City Department of Education
Santiago Taveras, Deputy Chancellor Melanie Hartzog, Deputy Commissioner
(interim-acting) Division of Teaching and Learning Division of Child Care and Head Start
Recy Dunn, Executive Director Maria Benejan, Associate Commissioner
Office of Early Childhood Education Division of Child Care and Head Start
March 2010
Introduction
The New York City vision for publicly funded early care and education includes
subsidized child care for eligible children ages 0-3, and universal care and education
services for four year olds supported with a combination of UPK and Head Start funds,
with Child Care funding serving as a wrap-around. All New York City-funded Child Care
and Head Start programs will apply for UPK through this Qualification Tool, in order to
serve four year old children.
The goals of the Department of Education (DOE)/ Administration for Children’s Services
(ACS) intra-city UPK agreement are two-fold: offer UPK services to as many eligible
children as possible, and reduce the administrative burden of UPK contracts with both
DOE and ACS.
It is the objective of this Qualification Tool to simplify the application process and
request the pertinent and required information in a clear and concise manner. This
Qualification Tool is available on the ACS website on the Child Care/ Head Start page,
at http://www.nyc.gov/html/acs/html/child_care/child_care.shtml
Additional information also can be found on the website. Should you have any
questions, please send your question to the UPK team through e-mailbox:
UPKatACS@dfa.state.ny.us
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ACS UPK Qualification Tool Application Process
Required Documents and Timeline
The Administration for Children’s Services has refined the process for the 2010-2011
Universal Pre-Kindergarten Qualification Tool application. This year, the ACS UPK
Qualification Tool is comprised of two parts.
Your timely submission of each part will allow ACS Division of Child Care and Head
Start Program Development and ACS Financial Services to notify your organization of
its approval status regarding program model and budget by the summer of 2010. As we
are approving programs on a rolling basis, you are strongly encouraged to submit your
completed Qualification Tool as soon as possible. Please note that should your
organization decide to not participate in UPK, it will put you in jeopardy of losing
funding/ having an adjustment made to your budget equivalent to that which would have
been cost allocated.
Part I
Part I of the 2010-2011 Qualification Tool needs to be submitted no later than April 14,
2010. The preferred method of submission is to send the completed Qualification Tool
Part I, with scanned supporting documents, electronically to the
UPKatACS@dfa.state.ny.us mailbox. Alternatively, completed packages can be
submitted to the 4th floor receptionist at the Child Care & Head Start offices at 66 John
Street in downtown Manhattan.
The information you submitted for your 2009-2010 Qualification Tool application has been
used to generate a program profile for your 2010-2011 application. Therefore, Part I will
require you to submit only the following documents (pages 10-15 of this manual):
1. Sponsor and Program Information Grids
Please complete the sponsor information grid with current contact information
and program site-specific data, as requested.
2. UPK Program Model Selection Form
Please indicate the program model you plan to implement on the Program
Information Grid. Please review the detailed information regarding the ACS-
approved program models for UPK. You must select from one of these approved
models. No exceptions will be made.
3. Additional Required Documents Checklist
Please review the Checklist and complete. If your program has had any changes
to last year’s submission - program narrative, organizational chart, and/or staffing
- you will need to submit updated documentation.
4. UPK Attestation
Please review and complete the UPK Attestation. You will need to identify your
selected UPK program model and have the document notarized.
-3-
Part II
Once your Part I documents are received, ACS staff will review and determine the
viability of your UPK plan. With your successful completion of Part I, you will receive
the documents required for Part II of the application. Part II of the Qualification Tool will
require you to submit the Budget Template and the Classroom Utilization Grid that
gathers information regarding where you intend to serve your UPK children.
Please note that due to UPK funding constraints, New York City can only offer the same
number of UPK slots as in the 2009-10 school year. Therefore, please plan to serve the
same number of children in UPK slots as you did in the 2009-10 school year. You may
propose an increase in UPK slots, in the event that UPK expansion dollars become
available (also referred to as “January Expansion”). Additionally, if you serve both ACS-
subsidized and non-subsidized children through UPK, ACS-subsidized children must be
served first in UPK.
Part II of your Qualification Tool will provide the framework for your UPK program, ACS
staff will analyze this data to identify any modifications that may be necessary to best
implement your plan. Your documents will be reviewed upon submission.
Notification of Status
The timeline below represents the steps within this year’s application process:
1. week of 1. Qualification Tool Part I distributed by ACS via
March 15, 2010 email; also on ACS website: www.acs.nyc.gov
2. no later than 2. CCHS Programs complete and submit Part I
April 14, 2010 documents; ACS staff review applications on a
rolling basis
3. no later than 3. CCHS Programs receive notification from ACS to
May 15, 2010 indicate next steps for Part I and/or Part II
4. no later than 4. CCHS Programs complete and submit Part II
June 15, 2010 documents; ACS staff review on a rolling basis
5. no later than 5. CCHS Programs will receive notification from ACS
July 31, 2010 regarding their status and budget capacity
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Universal Pre-Kindergarten Program Information
Calendar of Instructional Days
UPK services are provided within the New York City public school academic year. The
upcoming 2010-2011 academic year begins September 8, 2010 and ends on June 28,
2011. The annual calendar for UPK requires 176 Instructional Days and 4 Professional
Development Days within the public school academic year. The calendar cannot
provide for instruction on a Saturday, Sunday or on the following legal holidays (or the
day legally observed by law). For the 2010-2011 academic year, observed holidays
are: Labor Day (September 6th), Columbus Day (October 11th), Veteran’s Day
(November 11th), Thanksgiving (November 25th), Christmas (observed on December
24th), New Years (observed on December 31st), Martin Luther King, Jr. Day (January
17th), President’s Day (February 21st), Good Friday (April 22nd) and Memorial Day
(May 30th). Your calendar of Instructional Days needs to be determined prior to the
beginning of the 2010-2011 school year and kept on-site and available for review upon
request.
Safety Plan
Every provider must maintain a safety plan that includes up-to-date procedures on
evacuation, notification of parent/emergency contact, fire safety, medical emergency
including medication distribution and emergency communication equipment. This plan
needs to be kept on-site and available for review upon request. (Please do not submit
this with your Qualification Tool application.)
Student Enrollment Documentation
Every program will be required to submit child-specific documentation for every four-
year-old student to be enrolled in UPK. The State Education Department’s enrollment
deadline for this upcoming year is October 29, 2010. Therefore, the deadline to submit
complete enrollment documentation will be significantly before October 29th, to
ensure data entry by the New York State’s deadline.
We encourage you to begin collecting documentation for your existing children, in
preparation for enrollment in UPK in the Fall. We also urge you to incorporate the
additional UPK-specific documentation in your enrollment process for new, UPK-eligible
children.
It is imperative that complete documentation is submitted to your DOE Borough
Office in order to ensure that your students have been enrolled in the Department of
Education system of record. Students without complete documentation are not entered
into the DOE system of record, which means the student(s) is/are not enrolled in UPK.
Therefore, your program would only be reimbursed for the students who had been
properly enrolled in UPK, as reflected by the data in the DOE system of record. The
DOE will be accepting 2010-2011 academic year enrollment documentation beginning
June 15, 2010.
-5-
Each complete packet of student enrollment documentation will include the
following documents:
1. ATS Registration Cover Form
2. CBO Application
3. Proof of Birth (Child's Birth Certificate or Passport)
4. Two Verifiable Proofs of Address or notarized Parent Affidavit of Residence
a. A residential utility bill (gas or electric) in the resident's name issued by National
Grid (formerly Keyspan), Con Edison, or the Long Island Power Authority (for the
Rockaways)
b. Documentation or letter on letterhead from a federal, state or local government
agency, including the Internal Revenue Service (IRS), City Housing Authority,
Human Resources Administration (HRA), the Administration for Children's
Services (ACS), or an ACS subcontractor indicating the resident's name and
address
c. An original lease agreement, deed, or mortgage statement for the residence
d. A current property tax bill for the residence
e. A water bill for the residence
f. Official payroll documentation from an employer such as a form submitted for tax
withholding purposes or payroll receipt; a letter on the employer's letterhead will
not be accepted.
5. Child and Adolescent Health Exam Form (Universal Form)
6. Parent/ Guardian Student Ethnic Identification Form
7. The Residency Questionnaire
(offered in nine different languages with the McKinney Vento Guide for parents,
available on the Students in Temporary Housing website at:
http://schools.nyc.gov/StudentSupport/NonAcademicSupport/StudentsinTemporary
Housing/default.htm)
8. Pre-Kindergarten Language Needs Survey
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ACS UPK 2010-2011 School-Year Models: Instructional Guide
You will need to indicate on your Program Information Grid which approved UPK
model(s) you will follow for each of your program sites (you will indicate your selection
by the number beside the program model, from 1-5). Below is a brief summary.
Approved ACS UPK Models
ACS has five approved UPK models. Four models cover UPK services integrated within an ACS
Child Care and/or Head Start program. The final model is for programs continuing UPK services
to non-ACS children originally part of a DOE contract. DOE requires that all UPK sessions take
place between the hours of 9am and 4pm. All models require that integrated ACS/UPK services
take place in one classroom and no separate UPK classrooms are allowed.
Child Care and Head Start-eligible children models
1) Child Care – Half-day UPK within a Child Care Funded Day (8am – 6pm);
2) UPK half-day session within the Head Start funded full-day or Double Session (3.3 to 8.5
hours);
3) UPK extending the Head Start full-day Session or Double Session day for 2.5 hours with
all sessions taking place within the time period of 8am to 6pm; and
4) UPK full-day session within the Child Care or Head Start funded day
Non-ACS children model
5) UPK Stand Alone Classrooms or Pass Through/Private Pay in Child Care or Head Start
is an additional model that is allowable when a Department of Education (DOE)
negotiated contract included stand alone classrooms or in ACS Child Care if written
approval is given by Wendy Trull of the ACS Division of Child Care and Head Start
(wendy.trull@dfa.state.ny.us or (212) 361-6470).
For more detailed information, please refer to ACS Financial Services’ bulletin, which
includes specific information on each program model. The bulletin outlines ACS/UPK
integrated models for the 2010-2011 school-year. Model descriptions include allowable
and non-allowable expense categories and reporting requirements for the additional
UPK funding to be added to Child Care and/or Head Start budgets and contracts.
-7-
Additional Required Documents: Instructional Guide
If your program has had any changes to last year’s submission regarding its
organizational chart, staffing and/or program narrative, you will need to indicate it on
your Required Documents Checklist (page 13) and submit the updated information with
Part I of your Qualification Tool application.
The following documentation is required for your program to be considered a qualified
provider of UPK services in New York City Administration for Children’s Services. The
information needs to be reflective of the current program year; should any changes
occur in your organization which impacts the data below, it is your responsibility to
submit the updated document(s) in a timely fashion.
1. Program Plan Narrative
Please write a narrative of two to three pages describing how you intend to
implement the Universal Pre-Kindergarten program to support and improve the
development of the social and emotional, physical, cognitive and
creative/aesthetic skills in four year old children. Describe in detail your program,
your instructional plan, and methods to accomplish the services proposed.
Please refer to Appendix A of this manual for elements to address in your
program plan.
2. Organizational Chart
Please include your program’s organizational chart that clearly defines the lines
of authority within an organization (i.e. administrative/educational director,
teacher, assistant, etc.). If applicable, include a table of your organization
indicating the umbrella organization for other services and the other
organizations that fall under that umbrella.
3. Current Resumes and Certifications
Please submit current résumés of key oversight/management staff, such as
Director, Educational Director, CPA, bookkeepers, and where required,
appropriate licenses/certifications. Also include resumes and certifications of
current Teacher(s), Teacher Assistant(s), and Teacher Aide(s).
-8-
Qualification Tool Application: Part I
The following pages are the documents you need to submit for your Part I submission to
be considered complete. This checklist is designed to assist you in ensuring you
complete and submit all required components. Therefore, you do not need to enclose
this checklist with your submission.
Submit Part I Documents by April 14th:
Sponsor & Program Information Grids: You have completed the Sponsor
Information Grid with up-to-date Sponsor information and provided the name and contact
information for your Sponsor’s UPK Program liaison. You have completed the Program
Information Grid by including Site-specific information for each of your program sites. (If you
have more than six sites, you have copied and added additional pages and numbered your
program sites as such.)
UPK Program Model Selection: You have indicated your Program Model Selection on
the Program Information Grid for each of your Program Sites
Additional Required Documents Checklist: You have reviewed your application
from last year and determined whether you have had no changes or you need to submit new
information to complete your application. You have indicated which parts of your application
are being submitted with this year’s submission on the Checklist. (You have copied and added
additional pages to indicate new staff if necessary.)
UPK Attestation: You have reviewed the Attestation, you have hand-written the program
model(s) you have selected for your program sites, and you have had the document signed
and notarized.
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SPONSORING BOARD INFORMATION
LEGAL NAME OF
SPONSORING BOARD
STREET ADDRESS
(OF MAIN OFFICE)
CITY/STATE/ZIP CODE
(OF MAIN OFFICE)
ARE YOU APPLYING FOR
MULTIPLE SITES? Yes No
(place an “X” to indicate yes/no)
FEDERAL TAX
IDENTIFICATION NUMBER
ARE YOU A MINORITY OR
WOMEN-OWNED Yes No
ENTERPRISE? If you are a minority or women-owned enterprise (m/wbe) and
(place an “X” to indicate yes/no) certified as such, submit a copy of your certification with this
application form.
AUTHORIZED
SPONSORING BOARD
MEMBER’S NAME
AUTHORIZED
SPONSORING BOARD
MEMBER’S TITLE
AUTHORIZED
SPONSORING BOARD
MEMBER’S
TELEPHONE/FAX
AUTHORIZED
SPONSORING BOARD
MEMBER’S EMAIL
CONTACT PERSON FOR
THIS UPK TOOL
CONTACT PERSON’S TITLE
CONTACT PERSON’S
TELEPHONE/FAX
CONTACT PERSON’S
EMAIL
- 10 -
PROGRAM SITE INFORMATION
Please complete the following information for every site in your agency; all sites with eligible children must
offer UPK services.
Program Site # 1
PROGRAM/SITE NAME
PROGRAM TYPE Child Care
(please place an X next to the program type) Head Start
CC/HS Collaboration
Non-ACS subsidized
STREET ADDRESS
CITY/STATE/ ZIP CODE
DIRECTOR'S NAME
FOR SITE
TELEPHONE/ FAX
DIRECTOR EMAIL ADDRESS
EXECUTIVE OR EDUCATIONAL
DIRECTOR'S NAME
(if applicable)
TELEPHONE/ FAX
FINANCIAL REP EMAIL ADDRESS
PROGRAM MODEL SELECTION 1 2 3 4 5
(please place an X next to the # that aligns
with your desired program model from p. 7)
Program Site # 2
PROGRAM/SITE NAME
PROGRAM TYPE Child Care
(please place an X next to the program type) Head Start
CC/HS Collaboration
Non-ACS subsidized
STREET ADDRESS
CITY/STATE/ ZIP CODE
DIRECTOR'S NAME
FOR SITE
TELEPHONE/ FAX
DIRECTOR EMAIL ADDRESS
EXECUTIVE OR EDUCATIONAL
DIRECTOR'S NAME
(if applicable)
TELEPHONE/ FAX
FINANCIAL REP EMAIL ADDRESS
PROGRAM MODEL SELECTION 1 2 3 4 5
(please place an X next to the # that aligns
with your desired program model from p. 7)
- 11 -
PROGRAM SITE INFORMATION
Please complete the following information for every site in your agency; all sites with eligible children must
offer UPK services.
Program Site # 3
PROGRAM/SITE NAME
PROGRAM TYPE Child Care
(please place an X next to the program type) Head Start
CC/HS Collaboration
Non-ACS subsidized
STREET ADDRESS
CITY/STATE/ ZIP CODE
DIRECTOR'S NAME
FOR SITE
TELEPHONE/ FAX
DIRECTOR EMAIL ADDRESS
EXECUTIVE OR EDUCATIONAL
DIRECTOR'S NAME
(if applicable)
TELEPHONE/ FAX
FINANCIAL REP EMAIL ADDRESS
PROGRAM MODEL SELECTION 1 2 3 4 5
(please place an X next to the # that aligns
with your desired program model from p. 7)
Program Site # 4
PROGRAM/SITE NAME
PROGRAM TYPE Child Care
(please place an X next to the program type) Head Start
CC/HS Collaboration
Non-ACS subsidized
STREET ADDRESS
CITY/STATE/ ZIP CODE
DIRECTOR'S NAME
FOR SITE
TELEPHONE/ FAX
DIRECTOR EMAIL ADDRESS
EXECUTIVE OR EDUCATIONAL
DIRECTOR'S NAME
(if applicable)
TELEPHONE/ FAX
FINANCIAL REP EMAIL ADDRESS
PROGRAM MODEL SELECTION 1 2 3 4 5
(please place an X next to the # that aligns
with your desired program model from p. 7)
- 12 -
PROGRAM SITE INFORMATION
Please complete the following information for every site in your agency; all sites with eligible children must
offer UPK services.
Program Site # 5
PROGRAM/SITE NAME
PROGRAM TYPE Child Care
(please place an X next to the program type) Head Start
CC/HS Collaboration
Non-ACS subsidized
STREET ADDRESS
CITY/STATE/ ZIP CODE
DIRECTOR'S NAME
FOR SITE
TELEPHONE/ FAX
DIRECTOR EMAIL ADDRESS
EXECUTIVE OR EDUCATIONAL
DIRECTOR'S NAME
(if applicable)
TELEPHONE/ FAX
FINANCIAL REP EMAIL ADDRESS
PROGRAM MODEL SELECTION 1 2 3 4 5
(please place an X next to the # that aligns
with your desired program model from p. 7)
Program Site # 6
PROGRAM/SITE NAME
PROGRAM TYPE Child Care
(please place an X next to the program type) Head Start
CC/HS Collaboration
Non-ACS subsidized
STREET ADDRESS
CITY/STATE/ ZIP CODE
DIRECTOR'S NAME
FOR SITE
TELEPHONE/ FAX
DIRECTOR EMAIL ADDRESS
EXECUTIVE OR EDUCATIONAL
DIRECTOR'S NAME
(if applicable)
TELEPHONE/ FAX
FINANCIAL REP EMAIL ADDRESS
PROGRAM MODEL SELECTION 1 2 3 4 5
(please place an X next to the # that aligns
with your desired program model from p. 7)
If you have more than six program sites, please copy additional pages and number as such.
- 13 -
Additional Required Documents Checklist
Please review and complete the following checklist and include with Part I of your
Qualification Tool Submission.
1. Program Plan Narrative
There have been no changes to my program plan narrative. Please use the
information from my 2009-2010 Qualification Tool
I have included an updated program plan narrative with my 2010-2011
submission (For guidance regarding components of a UPK program,
please see Appendix A)
2. Organizational Chart
There have been no changes to my organizational chart. Please use the
information from my 2009-2010 Qualification Tool
I have included an updated Organizational Chart with my 2010-2011
submission
3. Current Resumes and Certifications
There have been no changes to the staff, so no new resumes or
certifications are needed. Please use the information from my 2009-2010
Qualification Tool
I have included (an) updated resume(s) and certifications with my 2010-
2011 submission and completed the chart on the next page (please include
additional page(s) if needed)
New UPK Staff Member Position Replaces At which Center does
(first and last name) (Previous Staff) this staff work?
1.
2.
3.
4.
5.
6.
Sponsoring Board
Name of person completing form (Please Print) Title
Signature Date
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2010-2011 UPK QUALIFICATION TOOL
ATTESTATION
The UNDERSIGNED certifies that it has carefully reviewed the 2010-2011 Universal Pre-
Kindergarten Qualification Tool and agrees to the requirements contained therein. Furthermore,
the UNDERSIGNED understands that is it required to comply with the New York State
regulations pursuant to Education Law, Subpart 151-1 and shall the requirements of the New
York City Universal Pre-Kindergarten Standards.
The UNDERSIGNED acknowledges and accepts that the Universal Pre-Kindergarten budget
amount is subject to the New York City Administration for Children’s Services’ receipt of
Universal Pre-Kindergarten funding from the New York City Department of Education.
The UNDERSIGNED agrees to implement Universal Pre-Kindergarten utilizing the program
model(s), ______________________________________
and required spending guidelines for such indicated model(s).
Corporate Contractor
Affix Corporate Seal:
CONTRACTOR
By: _____________________________________________
Title: ___________________________________________
________________________________________________
Fed. Employer I.D. No. or Soc. Sec. No.
ACKNOWLEDGMENT
STATE OF )
:ss:
COUNTY OF )
On this _______ day of ____________________________ 20 ______, before me personally
came _____________________________________________________, to me known, who,
being by me duly sworn, did depose and say that he/she resides at
_____________________________________________________________, that s/he is the
______________________________________ of the
____________________________________, the corporation described in and which executed
the above instrument; that he/she knows the seal of said corporation; that the seal affixed to said
instrument is such corporate seal; that it was so affixed by order of the Board of Directors of said
corporation, and that s/he signed his/her name thereto by like order.
_____________________________________________
Notary Public
- 15 -
Appendix A
Components of a UPK Program
1. Implement and provide all process aspects of a high-quality standards-based
developmentally appropriate program including:
Curriculum and Instruction
o The instructional program integrates the four learning domains - social-
emotional, physical, creative expression/aesthetic and cognitive development
that includes language and literacy and mathematical and scientific thinking.
o Provide an instructional program that is emotionally responsive to children--
helping children to make bridges between the world of home and the world of
school and community.
o Provide an instructional program that incorporates gross motor, fine motor
and spatial orientation development through daily physical activity to ensure
health and well-being.
o Provide an integrated curriculum that includes language and literacy, math,
science, social studies, art and music.
o Provide instructional practices that demonstrate:
High and clear expectations for all students
Active student involvement
Accountable talk by teachers and students
Students making choices
Recognition of individual student accomplishment
Student self-monitoring and managing their learning
Recognition of authentic student work
Environment
o Provide a carefully planned prekindergarten learning environment that
validates children’s play through a broad range of materials and open-ended
activities that provide opportunities for talking, verbal exchanges, thinking,
listening, read alouds, story telling, painting, drawing, writing, dramatic play,
block building, outdoor play, cooking experiences, instructional field trips, and
small/whole group discussions.
The classroom promotes:
o Print rich environment with posted job, attendance and name charts, daily
schedules, recipes, pictures, posters, graphs, labels and children’s work
o Established learning centers – blocks, dramatic play, sand and water, art,
music, manipulatives, science – that are clearly defined, labeled, and
accessible to students and contains appropriate manipulatives and materials,
such as table blocks, related literature, measuring equipment, magnifying
glasses, etc.
o Classroom arrangements in a variety of settings –whole and small group,
peer and individual – that promotes a sense of community
o Teacher modeling speaking, listening, reading and writing standards-based
strategies throughout the day
o Multiple opportunities for students to practice and apply skills taught within
various settings throughout the day
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o Daily read alouds, in small groups, by adults to promote interactive
discussions and activities in all learning centers
o Shared reading opportunities for children to respond to predictable books and
model retelling of story
o Evidence of reading a variety of literary genres such as nursery rhymes,
poetry, song, picture, concept, story books, etc.
o Evidence of beginning independent reading of wordless books
o Evidence of language experience and shared writing by teacher
o Evidence of dictated writing of children’s thoughts, feelings, and needs
o Evidence of drawing, painting, and beginning writing by children
o Evidence of phonemic awareness, beginning phonics instruction by reciting
nursery rhymes, poems and singing songs
o Evidence of language and vocabulary development of children through their
social conversation, imaginative discourse, play dialogues and retelling of
stories
o Evidence of children’s development of alphabetic knowledge using alphabet
puzzles, making play dough and sandpaper letters, finger painting
o Evidence of children’s development of book and print concepts
o Evidence of discourse skills development, (turn-taking and social interaction),
through meaningful learning conversations with peers and adults
o Multiple opportunities for students to use appropriate mathematical, scientific,
artistic and musical language
o Engaging math, science, social studies, art and musical activities occur daily
in learning centers
o Evidence that the teacher facilitates mathematic and scientific activities with
individual students and in small groups to build community
o Teacher and student generated inquiries, real life situations and problem
solving activities to promote opportunities to explore, discover and foster
discussion
o Evidence that the culture and language of children are appreciated and
reflected in the displays of artifacts in learning centers
Assessment
o Demonstrate the ability to assess and determine the developmental baseline
and progress of children participating in the program. The assessment of
student learning must include:
Evidence that there is developmental screening.
Evidence that there is ongoing observation and assessment to determine
student abilities, interests and growth that benchmark their progress
Evidence that observation results inform instruction
Evidence of teacher conferencing with children and families.
Evidence of collections of student’s work that contain standards-based
materials
Evidence of teachers using checklists
Evidence of teacher-made assessments such as observations, anecdotals
- 17 -
Family Involvement
Family members play a critical role in supporting growth and development of their
children. In early childhood programs, families are encouraged to be involved in
all aspects of the program:
planning
implementation
evaluation
The family involvement activities include:
parent meetings
classroom participation
training sessions
parent-teacher conferences
weekly communication with other families
informal gatherings
Families are encouraged to share their ideas, interests and concerns to support
their child’s development and to enhance prekindergarten services. To promote
and maintain meaningful family involvement experiences, materials are written in
the primary languages of the families, and translators, where ever possible, are
provided for family members who speak languages other than English.
Professional Development
Professional development services, specifically geared towards early childhood
education are an essential component of high-quality developmentally
appropriate practices. These services must be rigorous, content relevant,
organized, strategic, as well as sustained throughout the year to ensure the
effective implementation of standards-based developmentally appropriate Pre-
Kindergarten instruction. Professional development activities are focused on
areas related to process quality:
teacher-child interactions,
child assessment,
early literacy,
mathematical and scientific learning,
English language learners,
students with disabilities,
music/movement, the arts,
family involvement,
physical education,
social studies,
social and emotional development,
Prekindergarten Performance Standards
assessment,
transition and continuity.
A minimum of four (4) professional development days for staff must be provided
each year.
- 18 -
Comprehensive Services
Comprehensive services are an integral part of an effective early childhood
program. Comprehensive services include:
health services
physical examinations
primary prevention
vision and hearing screening
nutrition services
social services
counseling
Services in accordance with Education Law section 4410, for preschool children
with disabilities, shall be integrated into the program and provided in accordance
with the needs specified in a child’s Individualized Education Program (IEP).
Comprehensive services in the child’s home language must be provided.
Transition and Continuity
In order for children to move smoothly from home to preschool and through the
early elementary grades, there must be similarities in goals, philosophy and
expectations, for children, families, and staff. Any special needs of children
should be provided within the early childhood setting to reduce the fragmentation
of services and to facilitate inclusion. Families are to be encouraged to
participate in all aspects of prekindergarten. Furthermore, it is critical that all
prekindergarten providers ensure curriculum continuity through the
implementation of a strategic plan that promotes articulation with their
participating collaborators.
2. Implement all the structural qualities that relate to:
Group size and adult-child ratio
o The nature and needs of young children require consistent care and attention.
o To ensure that programming is individualized and appropriate to their age,
there are two (2) adults available for each group of 18 children; the adults
include a certified teacher and a paraprofessional (teacher assistant/teacher
aide) working together.
o Class sizes of 19 or 20 prekindergarten children require a certified teacher
and two teacher assistants/teacher aides.
Staff Qualifications
Staff, teachers, teacher assistant /teacher aide, social workers, and
administrators, must have in-depth knowledge of child development and how
young children learn. Beginning with the 2008-09 school year, all UPK teachers
must meet New York State teacher qualification requirements for UPK agencies
collaborating with a district to provide prekindergarten services. These
requirements are:
a bachelor’s degree in early childhood education or a related field
OR
a teaching license or certificate valid for services in the childhood grades
AND a written plan to obtain a certification valid for service in the early
childhood grades within five years.
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(See http://www.highered.nysed.gov/tcert/part80.htm for additional information on
certification.)
Until all universal prekindergarten teachers at an eligible agency site possess a
teaching license or certificate valid for services in the early childhood or
childhood grades, the agencies operating such programs shall employ an on-site
education director during the hours that the prekindergarten program is in
operation that will be responsible for program implementation. The on-site
director shall possess a teaching license or certificate valid for services in the
early childhood or childhood grades pursuant to Part 80 of this Title.
A special education certification and/or license is required where instruction is
provided to students who are classified as needing special education service.
Bilingual Classes
When there are 15 children who are English language learners, and the children
at the identified site speak the same language, a bilingual class shall be formed.
When a provider does not have a sufficient number of children who speak the
same language to form two sessions (A.M. and P.M.), one bilingual session
(either an A.M. or a P.M. session) may be formed. It is required that instruction
be provided by a licensed or certified bilingual early childhood teacher. The
teacher must be able to speak the native language of the children.
A bilingual certificate extension or license is required where a bilingual class
must be formed under New York City UPK requirements.
In the absence of a certified bilingual early childhood teacher, a monolingual
certified teacher should be paired with a bilingual teacher assistant/teacher aide.
If this can not be achieved a certified English as a Second Language (ESL)
teacher must be provided. All bilingual and ESL instruction must follow New
York City Department of Education standards and the principles of bilingual
education, including, but not limited to, developing a strong foundation in the
native language.
Leadership and Supervision
The leadership:
o articulates the prekindergarten philosophy to parents, staff and the community
o serves as a source of support for staff and families
o facilitates ongoing opportunities for learning and development.
o continually assesses program quality
o institutes measures of accountability to strengthen the instructional practices
o promotes curriculum alignment with the feeder schools.
Space
The early childhood classroom is a minimum of 30 square feet per child (540
square feet for 18 children) of wall to wall useable space. For Head Start
classrooms, the Performance Standard of 35 square feet applies. Bathroom
facilities are within the room or readily accessible for young children. Large-
muscle room (75 square feet per child) and/or outdoor space is provided. Space,
equipment and furniture shall be provided and maintained in a state of good
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repair and sanitation. Every early childhood provider must secure and identify a
facility that meets the following requirements:
o Americans with Disabilities Act compliance
o Fire and safety building codes compliance
o The City of New York Department of Health and Mental
o Hygiene Bureau of Day Care Article 47 compliance and any
o pending revisions
o A minimum of 30 square feet per child
o Outdoor play area of at least 75 square feet per child or a play area
o within walking distance of the site is provided
o Office space and kitchen facilities
3. Evaluate the year’s work based on evidence of:
o Growth in student progress
o Increase in parent involvement
o Increase staff knowledge and implementation of effective standards- based
developmentally appropriate practices
o Improvement in program quality
4. Enrollment Registration Information
The provider must document and maintain student records. The provider as required
will document and maintain during the school year the Department of Education’s
Cumulative Record Folder. At the end of the school year provider will transfer
completed records to the Early Childhood Borough Office, as appropriate. The
document must contain at a minimum:
o Home address and telephone number
o Work address and telephone number of parent/guardian
o Emergency contact person(s)
o Parent-teacher conference(s)
o Immunization status
o Medical exam status
o Copy of Birth Certificate
o Referrals
o Pre-Kindergarten Language Needs Survey
o Dated samples of children’s work
o Other pertinent information about the child’s history
5. Attendance
Provider shall keep an accurate record of daily attendance of each enrolled student.
All records pertaining to attendance shall be subject to review or audit by the
NYCDOE, ACS, or its representative at any time without prior notice. Data collection
procedures will be forthcoming.
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Appendix B
Supporting Documentation for ACS UPK Qualification Tool application
The following documentation is on record with ACS will be used and checked as part of
the qualification process. You do not need to submit any of these supporting
documents:
Current NYC DOHMH Permit/license
Valid Insurance Certificate indicating the policy number; start and expiration
dates
Valid Worker’s Compensation Certificate indicating the certificate number;
start and expiration dates
Current provision of meals and snacks (i.e. Child and Adult Care Food
Program participation)
Current VENDEX Questionnaire
Additionally, DOHMH violations records will be checked. This will include
violations issued in the past two years classified as “public health hazard”,
“critical”, “imminent” or “serious”. As applicable to your program DOHMH
Orders to Close, Cease and Desist notices or Suspensions Notices or any
Revocation Decision(s) must be provided.
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