District reports gains in pre-K literacy and launches play-based learning alignment

New Haven Public Schools officials told the board they have seen measurable gains in prekindergarten language, literacy and numeracy after centralizing early childhood registration, rolling out districtwide professional learning and launching a universal early-childhood assessment framework.

Superintendent Dr. Alex Negron introduced the presentation and said the district is aiming to raise kindergarten-readiness targets to 80% by the 2028–29 school year. Vanessa Diaz Valencia, director of early learning, described multiple changes: centralized registration for Head Start, school readiness and pre-K magnet seats; two districtwide learning walks; and new curriculum and screeners. "All 78 of our classroom teachers have done this training," Diaz Valencia said of the district's early-childhood LETRS professional learning. "Our average proficiency score for our teachers was 65%. And of the 36 that have already completed the post test, they have until, June 13. We're now at a 98 percent." She attributed the gains to training, coaching and monitoring implementation.

Diaz Valencia reviewed baseline and spring outcomes drawn from the kindergarten entrance inventory and other screeners: district pre-K baselines in the three targeted domains—language, literacy and numeracy—were cited as roughly 23.4%, 18% and 19.6% respectively, with the district aiming to raise all three to 80% by 2028–29. She reported classroom-observation improvements between spring 2024 and spring 2025 in key indicators: physical environment (from 33% to 61%), language (14% to 43%) and literacy (14% to 50%). Student-level screener changes included average letter naming increasing from 14 letters in the fall to 34 in the spring and letter-sound knowledge averaging 17 of 26.

Samantha Jennings, a pre-K teacher, explained play-based learning and urged formal alignment with kindergarten curricula and additional supports. "Play based learning is an approach to a child development emphasizing the importance of hands on active experiences that engage children's natural curiosity and creativity," Jennings said. She and Diaz Valencia described a multi-year plan to align pre-K and kindergarten instructional expectations, expand coaching, and conduct baseline observations in every kindergarten classroom to measure play practices.

Why it matters: district leaders tied the pre-K initiatives directly to future reading outcomes and kindergarten success, citing research-based predictors such as letter knowledge and phonological awareness. They said continued coaching and measurement are essential to sustain gains.

Next steps identified by staff include continuing data cycles with teachers, disaggregating student data (with special attention to writing), expanding LETRS training into kindergarten, and convening a steering committee to implement purposeful play across early grades. The board asked questions and thanked staff; no vote was required on the presentation.