Hartford Central School District and provider agree as follows: ● The program will run 8:30am – 2:15pm each day, 5 days a week, at least 180 days per year, following the school district calendar. ● Activities identified in the program include: social, cognitive, linguistic and physical development; developmentally appropriate child community involvement; health and nutrition; services to children with disabilities; language development to children who speak other than English; continuity with early elementary grades. ● The teacher must hold a NYS Teaching Certificate valid for service in early childhood or a NYS Teaching Certificate valid for students with disabilities. If they are not certified, they must have an education plan that will lead to obtaining NYS teacher certification for Birth – Grade 2 within five years. If a teacher is not certified, they must be supervised by an on-site certified teacher. ● Children must reside in the Hartford Central School District and be four years of age on or before December 1st of the year in which he or she is enrolled or who will otherwise be first eligible to enter public school kindergarten commencing with the following school year. ● The curriculum must ensure strong instructional content aligned with K-12 and State Learning Standards and ensure continuity with instruction in the early elementary grades and be integrated with the district’s instructional program in kindergarten through grade twelve. ● The provider will use the district programming at their location. ● Early literacy and emergent reading instruction must be provided and be based on effective evidence-based practices. ● All UPK enrollees must be screened as new entrants to develop a baseline so that progress of all children can be followed. ● Student placement will be determined by a lottery. Students who do not receive a lottery placement or who apply after the lottery date will be placed on a waiting list. ● Children cannot be denied participation on the basis of race, color or national origin, sex or disability. Children with limited English proficiency must have equal access to the program and opportunities to achieve the same goals as other enrolled children. ● Active parent engagement in the education of their children must be ensured
