Chesterfield reports large pre‑K application surge and SECLA learning gains as inclusion expands

Miss Taylor, who presented the Pre‑K overview, said Chesterfield’s Pre‑K programs served up to 716 students across 41 classrooms in 15 schools this year, split between the Virginia Preschool Initiative (VPI) and Title I Pre‑K. She said 11 of those classrooms are staffed as inclusion classrooms and the division has opened its first three‑year‑old inclusion classroom at SECLA.

Taylor said the division has expanded capacity and was accepting more out‑of‑zone applications across Chesterfield; when the PowerPoint was prepared staff had a little over 1,000 applications and she said the division was “actually at about 1,300 now” while processing students for the coming year. She described the VPI eligibility standard as income‑based (200% of the poverty level and below) with other local criteria used for prioritization; Title I Pre‑K invitations rely on local interview criteria and do not require income eligibility.

Taylor outlined curriculum and assessment practices: the division uses a primarily academic Creative Curriculum alongside PAS for social‑emotional learning, with supplementary literacy curricula (named in materials as Heerty and a letter‑knowledge program called Zuonics) and three assessment points for early literacy measures. She said results are used to guide coaching and professional development, and a division ‘report card’ will now appear on Synergy for the first time.

Dr. Harris presented a SECLA school update, reporting about 363 students enrolled in 29 classrooms, including five VPI inclusion classrooms. He reviewed impact data that showed large year‑to‑year gains on early literacy and social‑emotional measures (examples cited: letter recognition rose from about 20% to 68% in a year; VKRP social‑regulation scores rose from 3% to 28%; several ECSE measures also showed gains). Dr. Harris noted partnerships with Chesterfield Tech Center’s early childhood program, LEGO, and the Chesterfield Education Foundation, and he said SECLA will add a bilingual liaison and an additional three‑year‑old classroom next year (the new three‑year‑old class was estimated to add about 16 students).

During board Q&A, members asked about multi‑year trends and whether pre‑K students’ outcomes could be tracked into kindergarten. Staff said multi‑year trends vary by year and that they would compile longitudinal data; they also said research/evaluation staff are being queried to surface kindergarten follow‑up data. Taylor and Harris emphasized continued attention to inclusion practices and partnerships (for example, ongoing collaboration with Virginia Commonwealth University’s TTAC program). The presentation closed with board appreciation for the expansion of inclusion opportunities and the measurable outcomes reported.

The board’s discussion ended with no formal action taken; staff said they would provide follow‑up data requested by board members.