Statement on Positive Behavior Guidance in Pre-K for All and EarlyLearn NYC Programs
In Pre-K for All programs, children’s behavior should be guided in a positive way as part of the developmentally appropriate instruction taking place throughout the program. The Statement on Positive Behavior Guidance in Pre-K for All
introduces an important update to DOE and ACS policy, prohibiting expulsion and suspension across all pre-K settings and EarlyLearn NYC programs, and outlines the pro-active measures, positive reinforcements, and responsive strategies that programs are expected to use to establish strong relationships with families and a positive learning climate for children. This policy is applicable to pre-K programs across district schools, NYC Early Education Centers (including charter schools), EarlyLearn NYC providers, and DOE Pre-K Centers. Arabic
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Environmental Testing and Reporting
Soil Quality Testing 24Q331 (Mosaic Pre-K Center) at site Q974 8.12.16
Soil Quality Testing 30Q389 (District 30 Pre-K Center) at site Q904 7.15.16
Soil Quality Testing 15K767 at site K333 7.6.16
Air Quality Testing 31R731 at site RAEY (Immaculate Conception School) 10.27.15
Click here for an archive of environmental testing and reporting.
2016-2017 Pre-K Suggested Staggered Schedule
The Staggered Schedule document provides a sample staggered schedule that is designed to help facilitate a smooth transition for students and families at the start of the 2016-2017 school year. Individual pre-K programs should make adjustments as necessary to meet the needs of their students, families, and staff.
2016-2017 Sample Schedule
A daily pre-K student schedule should include a variety of both student and adult-initiated activities that advance student learning and development across all domains of the New York State Prekindergarten Foundation for the Common Core (PKFCC). The Sample Schedule document provides a sample daily schedule based on a 6 hour and 20 minute day. The schedule is a recommendation and is not intended to be a mandated schedule.
Planning for the First Days of Pre-K
The first days of pre-K are important for setting a positive tone for the school year. Careful planning prior to first days of school enables children to feel comfortable and adjust to their new surroundings. The beginning of year is also a critical time to make families feel welcome and comfortable, and to send a clear message that you view them as key partners. Review this document for some best practices for leaders and teachers to consider as they plan for the first days of pre-K.
Tools of Autonomy
Tools of Autonomy support children in developing independence, self-regulation, and self-confidence. Tools of Autonomy are interactive visuals through which children can begin to develop autonomy in the pre-K classroom. This document provides general guidelines and best practices.
Toileting Guidelines and Resources
The Toileting Guidelines and Resources assists you in helping children learn how to go to the bathroom successfully and independently. Children cannot be denied entry to or removed from any pre-kindergarten program if they have not yet mastered all of their developmental milestones, including toileting.
Public school lice policy
CBECC lice policy
Teacher Guide to Parent-Teacher Conferences
An ideal parent-teacher conference is a conversation between you and your student’s parent about the child’s progress at school. Conferences supplement the casual, daily conversations that you have with families by providing more comprehensive information about children’s progress and allowing time for deep conversation. The Teacher Guide to Parent Teacher Conferences prepares you for the important time you have with famlies.
Federal Requirements for Schools Participating in the National School Lunch Program and/or School Breakfast Program
View the New York State Education Department memorandum about half-day pre-K and Kindergarten scheduled meal service.