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Initial proposal would add full‑day pre-K classroom at every elementary school
Summary
Consultants proposed a distributed pre-K model that places at least one full‑day pre‑K classroom in every elementary school to strengthen early literacy and align preschool seats with neighborhood populations; presenters noted pre-K classrooms reduce general education capacity and require careful phasing and funding decisions.
The initial scenario places pre‑K modeling at the top of the plan: a distributed pre‑K approach would add at least one full‑day preschool classroom to every elementary campus, with a phased rollout tied to available funding. Consultants argued the distribution will improve early literacy access and better align prek seats with neighborhood concentrations while noting each added pre‑K classroom reduces general-purpose classroom capacity and must be phased carefully.
The team set measurable goals: 100% of elementary schools with at least one pre‑K classroom and a proportional distribution of pre‑K seats across quadrants within ±5% of pre‑K population share. Nick Stellatano said the plan "significantly increased both the number of full day programs and the number of seats within quadrants that match the overall population of prek students," but added funding sources and implementation sequencing remain to be specified by the district.
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