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19 <br /> : ,ORO <br /> � *it CITY SCHOOLS <br /> TO: Todd LoFrese, Assistant Superintendent <br /> FROM: Bill Frenzel, Director, Preschool Services <br /> Thea Wilson, Coordinator, Preschool Intervention <br /> DATE: January 18, 2014 <br /> RE: PreK Center <br /> We were asked to develop a list of advantages and disadvantages for our current model of PreK <br /> classrooms in every elementary school, and for a PreK center that would house all or nearly all PreK <br /> classrooms. <br /> Current Model <br /> The current model has 20 PreK classrooms with at least one in every elementary school. Four <br /> schools have one classroom, five schools have two classrooms, and two schools have three <br /> classrooms. Four of the twenty classrooms are system level special education settings, seven <br /> classrooms are structured as inclusive, with up to four children with IEPs placed for their special <br /> education services in these classrooms with typically developing peers, and nine are "regular" PreK <br /> classrooms. Four of these "regular" classrooms are designated for dual language instruction. The <br /> vast majority of children served in the Prek/Head Start program meet multiple risk criteria. <br /> Advantages <br /> • Location in elementary schools has increased visibility of the PreK program and general <br /> support for the work being done. <br /> • Increased conversation and coordination between PreK teachers and kindergarten teachers <br /> strengthens both programs. <br /> • Joint supervision between the PreK/Head Start director and building principals has increased <br /> administrative support. <br /> • School resources are often made available to the PreK classrooms, enriching the PreK <br /> experience for those children. <br /> • Families and staff feel more a part of the school in which they are located and often participate <br /> in school-wide initiatives and activities. <br /> • Pairing a system level classroom with an inclusive classroom offers opportunities for inclusion <br /> and for individual children moving easily to a less restrictive setting when appropriate. <br /> Disadvantages <br /> • Joint supervision between the PreK/Head Start director and building principals means <br />