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District says pre-K program posted strong review results, outlines goals to boost social‑emotional supports
Summary
Miss Bailey told the Wyoming County Schools board the district implemented the Frog Street curriculum across its pre-K classrooms, exceeded expectations on several federal and state reviews, reported mixed results on student outcomes (math 85%, language arts 72%, social‑emotional 43%) and outlined plans to strengthen social‑emotional support and kindergarten readiness.
Miss Bailey, presenting the early childhood program update to the WYOMING COUNTY SCHOOLS board, said the district implemented the Frog Street curriculum in all pre-K classrooms this year and deepened partnerships with Mountain Heart/Mountain Park Head Start.
She told the board the program operates 21 classrooms (12 school-based, nine collaborative) and that collaborative status for two Burlington County classrooms was expected to be approved effective July 1. The program underwent three formal reviews this year — a federal program review, a CLASS (quality-of-instruction) evaluation and the state universal pre‑K review — and Miss Bailey said the program "exceeded expectations" in those reviews, with one minor documentation issue later corrected.
Citing recently released kindergarten-transition data, she reported that among students entering kindergarten this year, 85% met or exceeded standards in math, 72% in language arts, 59% in science, 61% in health and physical development, and 43% in social‑emotional development; the speaker emphasized that these figures include students with special needs and that social‑emotional skills and self‑regulation remain a priority for the coming year.
Miss Bailey said current pre‑K enrollment is about 323 students, with a projected enrollment of 336 as summer registrations continue. She described family engagement work — monthly activities and kindergarten signing events — and said the district screens incoming students for developmental, speech, vision and hearing needs so supports and IEPs are ready at the start of school.
Looking ahead, she outlined goals to strengthen kindergarten readiness and early literacy (including emphasis on the science of reading and numeracy), expand family partnerships, and broaden inclusive practices. As part of that work the district will pilot classroom-level coaching with Marshall University using a pyramid coaching model and will integrate Conscious Discipline for social‑emotional learning, with six classrooms selected for intensive coaching.
The board commended Miss Bailey’s leadership and the district for collaborative practices with community partners. The board did not take a separate formal vote on the update; items that required board action were handled elsewhere on the agenda.
