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Lake Dallas ISD approves partnerships with private childcare centers to expand pre‑K access
Summary
Deputy Superintendent Kelly O'Sullivan told trustees the district will partner with private childcare providers using TEA‑approved CLI curriculum, with state funding tied to attendance and teachers employed by the partners; trustees approved the partnerships 6–0 with one member absent.
The Lake Dallas ISD Board of Trustees approved on May 19 a plan to establish pre‑K partnerships with private childcare centers to expand early‑childhood access and align instruction with district expectations.
Deputy Superintendent Kelly O’Sullivan told trustees the collaboration will use the Children’s Learning Institute (CLI) curriculum, align instruction to Texas Essential Knowledge and Skills (TEKS), and include coordinated professional development, observations and program support from district staff. "We pro would provide TEKS aligned curriculum to all pre k partners," O'Sullivan said, adding that partners will be invited to trainings and district parent events.
Funding and employment: O’Sullivan said state funding for Pre‑K is attendance‑based. The district is funded at $3,900 per eligible pre‑K student at 100% attendance; partner childcare providers would receive 50% of that amount based on attendance and the payments would be made quarterly by the district to the providers. Pre‑K teachers would be employed by the childcare providers, not by Lake Dallas ISD; Pre‑K‑4 teachers must meet state high‑quality teacher requirements, while Pre‑K‑3 hiring may use district of innovation flexibility outlined in state guidance.
Board vote: Trustee Appleby moved to approve the partnerships and Trustee Smith seconded. The motion passed 6–0 with Trustee Collier not in the room.
Why it matters: The partnerships are intended to expand access to high‑quality early learning, help children build academic and social foundations before kindergarten, and align curricula and assessment reporting to TEA expectations. O’Sullivan said assessment data collected through CLI will be submitted to TEA to support program improvement.
Scope and next steps: O’Sullivan said the district has five potential partners in process and that two additional providers had contacted the district the same day; the district will start implementation with the first cohort of approved partners and may add others during the year. Curriculum, assessment schedules and payment procedures will be set out in partnership agreements.
Limits: Teachers in partner centers remain employees of the childcare provider; the district provides curriculum, professional development and monitoring. Funding is attendance‑based and therefore varies with student presence.
Sources: Deputy Superintendent Kelly O’Sullivan’s presentation and board motion on May 19.
