STATE OF ALABAMA
DEPARTMENT OF EARLY CHILDHOOD EDUCATION
First Class Pre-K
Program Guidelines
2023-2024
Adjustments or modifications to the Office of School Readiness Program Guidelines may be made
at the discretion of the Secretary of the Alabama Department of Early Childhood Education.
Table of Contents
*Alabama First Class Pre-K is a high-quality program of excellence that is continually improving. All suggestions are welcomed, and changes
needed to refine processes are ongoing.
Alabama First Class Pre-K Framework 2
Introduction 3
NIEER Quality Benchmarks 4
PA Program Administration 5 - 18
CR Classroom 19 - 21
CF Child & Family 22 - 29
TS Teacher Service 29 - 32
IT Instructional Support Team 33
DA Disciplinary Action 33 - 36
AP Appendices Back of Document
CG Classroom Guidelines Separate Document
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ALABAMA FIRST CLASS PRE-K FRAMEWORK
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INTRODUCTION
The Office of School Readiness
The Office of School Readiness (OSR) is housed within the Alabama Department of Early Childhood
Education (ADECE) and is charged with administering Alabama’s state-funded pre-kindergarten program.
The OSR funds First Class Pre-K classrooms through a competitive funding process and administers the
program in a variety of settings through diverse delivery systems that include:
• Public schools
• Private childcares
• Private schools
• Head Start programs
• Community-based programs
• Faith-based programs
• Military programs
The OSR was created in the 2000 legislative session. In the first year of operation the ADECE funded eight
pilot pre-k programs. Since then, state funding for Alabama First Class Pre-K has grown, and the program
has expanded into all 67 counties with a statewide goal of serving up to 70% of four-year-olds. The OSR
currently funds more than 1,400 First Class Pre-K classrooms and supports the professional development
of a high-quality workforce through education, training, and onsite coaching.
The Code of Alabama sections relating to the OSR are contained in Appendix L.
High Quality Pre-K
Alabama’s state-funded First Class Pre-K program has been awarded the highest quality rating by the
National Institute for Early Education Research (NIEER) for the past seventeen years. The OSR is dedicated
to working with pre-k programs to ensure that Alabama’s 4-year-olds have access to high quality learning
experiences that prepare them for future school success. The OSR staff works with classrooms to promote
those high-quality experiences in Alabama. Chart 1 outlines the quality criteria defined by NIEER as well as
how Alabama implements the criteria in its First Class Pre-K classrooms.
The OSR works with First Class Pre-K programs to ensure the state’s plan for expanding access to high
quality pre-k is effectively implemented. The ADECE provides professional development trainings for both
lead and auxiliary teachers throughout the year. In addition, First Class Pre-K coaching is provided for
continuous improvement of effective teaching practices, opportunities for teacher self-reflection, and joint
goal-setting between the teacher(s) and the First Class Pre-K Region Coach. The OSR’s expectations are
that provided trainings, coaching, and opportunities for professional growth will contribute to a teacher’s
acquisition of high-quality developmentally appropriate teaching practices. If one-year in a funding cycle
has transpired without a teacher showing satisfactory progress towards quality instruction based on
coaching observations, child assessment results, and adherence to both program/classroom guidelines, the
program may be defunded unless said teacher(s) are replaced.
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NIEER QUALITY BENCHMARKS
Chart 1
Source: NIEER State of Preschool Yearbook, nieer.org/state-preschool-yearbooks
Quality Indicators
Early Learning and
Development Standards
Lead Teacher Degree
Lead Teacher Specialized
Training
Auxiliary Teacher Degree
Professional Development,
coaching, individualized plans
for lead and auxiliary teachers
Maximum Class Size
Staff-Child Ratio
Screenings and Referrals
Supports for
Curriculum
Implementation
Continuous Quality
Improvement System
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PROGRAM ADMINISTRATION
PA 1 Compliance with OSR Program and Classroom Guidelines Required
The Program and Classroom Guidelines have been created and published by the OSR to ensure that
programs provide a safe and high-quality learning environment for the students in Alabama’s First Class
Pre-K program.
The Program and Classroom Guidelines also provide guidance and regulations for the expenditures of state
funds. If programs do not use state and federal funds for the purpose for which they are intended, those
programs will be in non-compliance and at risk of losing funding.
Failure to adhere to any of the written OSR Program or Classroom Guidelines may result
in a warning, probation, suspension, and/or immediate defunding of the program.
A work-plan will be given to programs placed on probation and implementation of the work-plan will be
supported by the OSR staff. If the program continues to be deficient, the OSR may suspend or defund the
program. A defunded program must consult the OSR director before reapplying for First Class Pre-K
funding. Programs may be immediately defunded if violations are considered severe. All OSR funds must
be used according to First Class Pre-K Guidelines and/or applicable state and federal laws.
PA 2 Funding Awards
The OSR funds high quality pre-k programs through a competitive funding application process. Funds are
provided by state funds appropriated through the Alabama legislature each year. All programs should
understand that the receipt of state dollars is a responsibility and should ensure that funds received are
spent for the purposes of high-quality pre-k in the classrooms for which they are appropriated. Please note
that OSR funding is not intended to fully fund a classroom and 25% supplemental funding is required.
PA 2.1 Awarding of Contracts
Contracts will be awarded to First Class Pre-K providers through a competitive process, subject to funding
availability, previous program compliance (for continuation programs), and identified regional need.
Programs are reviewed annually for continued funding based on the availability of funds and adherence to
the OSR recommendations and stipulations. It is important that programs demonstrate financial solvency
and sound fiscal management, therefore programs should have at least one to two month’s operating costs
in reserve. All programs are expected to receive and spend state education trust fund dollars in accordance
with state requirements.
PA 2.2 Selection of First Class Pre-K Program Sites
The selection of applicants proposing to operate a First Class Pre-K program will be based on the
applicant’s ability to demonstrate, in their application, the most effective implementation of a First Class Pre-
K program. Interested applicants will go through a competitive application process, which is conducted
annually. Existing programs will be required to complete a continuation application each year. New
Classroom funding awards are only for the first year. After the first year of funding, these recipients will be
required to reapply for Tiered or Excellence funding.
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The five criteria for selection will include:
1. The quality of the proposed program as indicated by adherence to the First Class Pre-K Program
and Classroom Guidelines and Quality Assurances as listed on the MOU
2. The qualifications and experiences of the applicant and staff in planning, organizing, and planning
comprehensive child development services to families and children at the community level
3. The program design and suitability of facilities and the equipment proposed to be used in carrying
out the program
4. Cost effectiveness of the proposed program
5. The need for pre-k services in the community served by the applicant
PA 2.3 Funding Application and Notification of Contract Awards
All approved programs will receive electronic notification via email from the ADECE funding management
system.
PA 2.4 Classroom Budgets
Initial budgets for the upcoming year should be submitted to the OSR no later than September 30. Budgets
must reflect the total amount of all funds used to support the OSR classroom including 25% supplemental
funds, parent fees (if collected), and any other types of funding sources that support the classroom.
Budgets are required to be entered into the OSR electronic database at the beginning of the year.
Amendments may be made during the time frame of January 1-31. Any budget change greater than 10%
per line item will need approval of the First Class Pre-K Region Monitor or First Class Pre-K Region
Director. Sites not complying with budget submission by required dates will be penalized according to OSR
Program Guidelines (see Section PA 3.1).
PA 2.5 Contract Signature
The legal signatory for the program entity must sign and submit the funding approval form and the
Memorandum of Understanding (MOU) and a copy must be given to the building administrator. In
addition, the Chief Financial Officer (or equivalent) must endorse the agreement. Note: An electronic
signature on documents has the same legally binding effect as a written signature.
PA 2.6 Disbursement of Funds and Per Pupil Allocation (PPA) Incentive
Funds to pre-k programs will be disbursed subject to the availability of funds and upon receipt of completed
required paperwork. First Class Pre-K programs cannot wait until the first check disbursement from the
OSR to pay the lead and auxiliary teacher salaries or to purchase required equipment and supplies for the
First Class Pre-K classroom. If funding is available, classrooms will receive a Per Pupil Allocation (PPA)
incentive award based on the number of students enrolled in the classroom as of September 30. All classes
must have full enrollment of 18 students in order to receive the full PPA funding incentive as part of the
overall classroom funding award. If a classroom has fewer than 18 students, the class may be placed on
probation and their OSR check disbursements may be prorated.
All OSR funds must be spent by September 30 of the funding year, or the funds must be returned to the
OSR. A spending plan for any OSR funds remaining on June 1 must be submitted to the program’s Monitor
or Region Director no later than June 15 to show how the remaining funds will be spent before September
30.
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PA 2.7 Budget Guidelines
Each program is required to provide at least 25% supplemental funding (cash or in-kind). All private
childcare providers must have a separate bank account specifically for OSR funding awards before first
check disbursements are made.
The following items may be included in your budget for OSR funds:
Expenditure
Types
Items
Allowed
Required
Documentation
Personnel
Costs
1.
Pay for lead and auxiliary teacher salaries in
compliance with salary scale
2.
Administrative costs which must not exceed
6% of grant amount
3.
Pay for qualified substitute teachers which must be
provided in absence of lead and/or auxiliary teacher
4.
Background checks for new teachers only
OSR requirements establish that lead and auxiliary teachers
are paid at least the minimum base salary as required in
Appendix A. This amount does not include benefits.
Copies of cancelled
checks from bank
statements
Benefits
1. Insurance, retirement, payroll taxes, or other
benefits
for lead and/or auxiliary teacher
Copies of cancelled
checks from bank
statements
Education
Equipment
and Supplies
1.
Instructional materials and supplies for classroom
2.
Playground equipment and supplies
3.
Classroom furnishings
4.
Classroom electronic equipment
Note: See Appendix P for the required list of
equipment, materials, and supplies for classroom.
Itemized receipts or
itemized paid invoices
Travel
1.
Travel in support of classroom including the annual Early
Childhood Education Conference
2.
In-state field trips (including travel costs)
Itemized receipts or
itemized paid invoices
Professional
Development
1. Registration, mileage, parking, lodging, and food
for
in-state
First Class Pre-K trainings
Itemized receipts or
itemized paid invoices
Health
Services
1.
Vision, hearing, dental, and physical screenings
2.
Health services and supplies
Itemized receipts or
itemized paid invoices
Other
1.
Classroom maintenance and cleaning supplies
2.
Facility costs
3.
Computer support for classroom
4.
Utilities ($1,000 maximum)
5.
Parent programs and involvement
6.
Safety equipment and supplies
7.
Nutritional allowance (prior approval required)
8.
Administrative supplies ($500 maximum)
9.
Advertising ($300 maximum)
Itemized receipts or
itemized paid invoices
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All furnishings and/or equipment in excess of $300 must be inventoried and pre-approved by the Monitor
or Region Director using Appendix M. Inventory lists should be kept onsite and be available for review by
Monitors.
All budget changes exceeding 10% of a line item must be preapproved by the Monitor or Region Director
prior to the expenditure.
Itemized receipts or itemized paid invoices must be given to the Monitor or Region Director within 90 days
from the date of purchase or the purchase is ineligible to be paid from OSR funds. All OSR funds must be
spent and accounted for by September 30 following each funding year.
PA 2.8 Parent Fees
All children must receive the same opportunities during the 6.5-hour program day. The amount of parent
fees allowed depends on the type of First Class Pre-K funds awarded:
For Excellence Awards - programs may charge parents the normal cost of childcare that is common in
the local community.
For Tiered and New Classroom Awards - fees may be charged, but must not exceed the amounts
outlined in Appendix B.
If programs choose to collect parent fees, they must show, on the budget form provided, how that money
is reinvested into the First Class Pre-K classroom. We strongly encourage programs not to use parent
fees to pay teacher salaries/benefits, or any other budget line item that is a required expenditure, due to
fluctuation of fees. Fees collected from families, such as tuition, may be a part of the program’s additional
funds, and reimbursements from the Child Management Agency may also be accounted for as tuition or
local funds. Programs should provide Monitors with a list of monthly fee amounts for each family (if the
program charges fees). Tuition collected must be re-invested into the program.
No child may be denied access due to the family’s inability to pay requested parent fees because of economic
hardship. If a child is designated as being served by Title I, migrant funds, or homeless funds, programs
should refer to the guidance of their local education agency (LEA) concerning charging fees to these
students. Programs that accept childcare subsidy must adhere to the guidance provided to determine the
amount families may be charged for fees.
Field trips, and all accompanying costs, made during the day must be free and available to all children. Pre-
K funds may be used to provide field trips or other appropriate activities for children. If extracurricular
activities such as computer, dance, or art are included in the 6.5 hour day, they must be free and available to
all First Class Pre-K children.
No additional fees or requirements for anything (other than meals) may be required of any child for the
provision of First Class Pre-K services (e.g., registration, uniforms, field trips, curriculum fees, classroom
supplies, photographs, t-shirts). Voluntary donations and/or supplies may be requested. However, no child
may be denied participation if families do not give requested donations and/or supplies.
PA 2.9 Fee Structure
Documentation that explains the fee structure for non-pre-k program days, such as holiday or vacation
times, for children, transportation (optional), and/or food services must be given to each family. Copies of
this documentation should be kept on file.
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PA 2.10 Uniforms
Centers with uniform policies may request that parents dress children in uniforms. First Class Pre-K
Program Directors are urged to provide uniforms for those who cannot afford them or work with community
resources to secure uniforms.
PA 3 Documentation Requirements
First Class Pre-K programs are expected to complete, submit, and file all documents required by the OSR.
Copies of all First Class Pre-K documents and records, for each program year, should be retained onsite for
three (3) years following the final financial report for that year. OSR documentation is confidential and
must be stored in a locked, secure, and compliant manner.
The following documentation and/or information is completed online:
1. Complete Teacher Credential Verification Form and get Region Director approval prior to hiring any
new Lead teacher, new Auxiliary teacher, or any long-term substitute teacher. All long-term (more
than three weeks) substitute teachers must have the same credentials required for the teacher they
are replacing.
2. Complete Personnel Profile Form for Director, Lead, and Auxiliary teacher and any long-term subs
(working longer than three weeks in a classroom)
3. Enter teacher training hours in PowerSchool
4. Verify the classroom roster in AlaCEED is complete and accurate
5. Teaching Strategies™ GOLD® Modules, IRR certification, and documentation for all three OSR
checkpoints (See Gold® Handbook for additional information)
6. Completed online Devereux Early Childhood Assessment (e-DECA) for every child in the classroom
7. Strengthening Families required modules for all 3
rd
year lead and auxiliary teachers
8. Ages & Stages Developmental Screener (ASQ-3) for every child in the classroom
9. Complete Student Change Report for any new students who enter the classroom from the waitlist
after initial random drawing has occurred. This also needs to be completed for any student who
withdraws, has change in modified attendance (if applicable) and IEP status is updated (if
applicable).
10. Classroom Budgets three times per year in ECEData – initial, amended, final
11. End of the year director, teacher, parent surveys completed online via email link sent to participant
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The following documentation and/or information must be kept onsite:
1. Annual Plan of Family Engagement Opportunities and monthly Calendar of Family Events/Monthly
Flyer/Monthly Newsletter highlighting upcoming Family Engagement Opportunities
2. Parent/Family Engagement Sign-In Form (see Appendix I)
3. Parent/Family Engagement Log (see Appendix K)
4. Health Screening Permission and Review Form (see Appendix D)
5. Child Health Screening Record for all children (see Appendix E)
6. Proof of immunizations “blue card” or affidavit citing religious belief exemption(s)
7. Birth Certificate documentation. Program Directors are responsible for checking to ensure each child is
age eligible for First Class Pre-K.
8. Teaching Strategies™ GOLD® parent conference verification form (printed directly from GOLD®)
9. Teacher training verification, including copies of certification, background checks, etc.
10. OSR Inventory and Classroom Purchase List (see Appendix M)
11. Parent/Guardian Contract (see Appendix H)
12. Program’s photo/video media release
Original forms and/or documentation to be mailed directly to the OSR:
1. Official Teacher Transcripts required for all new auxiliary teacher(s) and any non-certified lead
teacher(s)
a. For electronic transcripts coming directly from the regionally accredited college or
university via email they must be sent to officialtranscri[email protected]ov.
b. For official transcripts mailed to the OSR they must be unopened and mailed directly from
the regionally accredited college or university to the following address:
Alabama Department of Early Childhood Education
Office of School Readiness
Attn: Teacher Transcripts
P.O. Box 302755
Montgomery, AL 36130-2755
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Criminal background check documentation should be mailed directly to the OSR:
All OSR programs require background checks through their licensing process or school system. All
programs are required to complete and submit the ADECE Background Check Verification Form (see
Appendix C).
The Background Check Verification Forms (Appendix C) must be sent to the following address within 10
days of school start date:
Alabama Department of Early Childhood Education
Office of School Readiness
Attn: Official Background Checks
P.O. Box 302755
Montgomery, AL 36130- 2755
PA 3.1 Failure to Meet Documentation Requirements
Failure to submit and maintain the reports, documentation, and information listed above will result in
withholding of funds. Continued failure to submit documents on time (more than once) will result in
discontinuation of all OSR funding. Please see the timeline at the beginning of the Appendices for a
comprehensive list of forms and due dates as well as how to submit them.
Programs that are more than 30 days late with all required documentation will receive checks reduced by
$2,000. If a site is 60 days late with all required documentation, the program will be placed on probation
and funds for the current disbursements will be forfeited. If the site is 90 days late with all required
documentation, the site may be defunded.
PA 4 Program Delivery
PA 4.1 Instruction Time and Number of Days
The Alabama Standards for Early Learning and Development (ASELDs) document serves as the guide for
lesson planning and classroom instruction. These standards provide learning outcomes to ensure that
Alabama’s four-year-olds enter school ready to succeed. They incorporate special education standards for
preschool children and expound upon social-emotional behavior support strategies.
The First Class Pre-K program is designed to provide a full day of developmentally appropriate instruction
and support for four-year-old children. The pre-k program shall provide at least 6.5 hours of high quality,
developmentally appropriate activities and instruction, five days per week. The OSR recommends 180 days
per year for eligible four-year-old children. Each program is funded for 187 days to include 7 days of
professional development for staff.
Both lead and auxiliary teachers must be compensated and are expected to work for at least 187 days per
year; 180 days are for classroom instruction; 7 days are for professional development to improve classroom
practice. All non-public school lead teachers should be paid according to the OSR salary matrix (see
Appendix A). Public School systems should follow their local school system salary matrix
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PA 4.2 Dates of Operation
All First Class Pre-K programs will begin no later than September 1. Classrooms in public schools will be
expected to coordinate with the local school calendar adopted by the local board of education. Head Start
programs and local childcare programs are encouraged to follow their local school system calendar but
should offer 180 days for children and 187 days for teachers.
Days missed due to inclement weather must be made up unless a state of emergency was declared for the
corresponding school system in which the site exists. Days may be added to the end of the year or taken
from previously identified breaks i.e., spring break, etc. Teachers must still be paid their normal salary
during a governor-declared state of emergency and or pandemic event. A revised calendar with dates must
be submitted to the Monitor and provided to all participating parents/families.
The ADECE’s Early Childhood Education Conference is a requirement for all lead and auxiliary teachers
who teach in a First Class Pre-K classroom, and Program Directors are strongly encouraged to attend.
Failure to attend will result in a fine of $1,000 per teacher.
Program Directors will need to determine if finding substitute teachers during this time will be a hardship
for their program, especially if the program has multiple classrooms. If so, the program may choose to
close their First Class Pre-K classrooms during the conference. If programs make the decision to close,
families must be notified in writing at the beginning of the school year. In addition, programs should
remind parents in September and again in October prior to the conference of the dates the program will be
closed.
PA 4.3 Program and Staff Hours
The 6.5 hours of children’s programming shall begin no earlier than 7:30 a.m. The remaining required 1-
hour of the lead teacher and auxiliary teacher’s 7.5-hour funded day should be solely dedicated to First
Class Pre-K program activities, such as parent conferences, meetings with Coaches and Monitors,
classroom planning, etc. The daily classroom schedule will be approved by the Coach.
PA 4.4 Wraparound Services
OSR does not require or provide extended day services. Extended day services for pre-k children may be
provided at the parent’s expense.
Income-eligible families may receive services through the Department of Human Resources (DHR),
Childcare Management Agency office, or the Department of Family and Children’s Services subsidized
childcare program. If OSR staff members are used to work in wraparound services, OSR funds may not be
used for compensation.
PA 4.5 Enrollment
First Class Pre-K programs are expected to have full enrollment in each classroom of 18 students within 30
days of school start date. The Per Pupil Allocation (PPA) incentive will be based on enrollment as of
September 30. Head Start classrooms should follow the current Head Start Performance Standards
enrollment requirements.
Programs may use a staggered approach at the beginning of the school year. For example, half of the
students come the first day, then the remaining half of the students come the second day and then all
students come the third day. Using this approach will not affect the total number of days the children are
required to attend school.
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PA 4.6 Required Health Information, Screenings, and Referrals
Meals and Snacks
School meals are healthy meals that are required to meet the Dietary Guidelines for Americans. Strict
federal nutrition standards, also referred to as the meal pattern, require schools to offer students the right
balance of foods. In 2012, school cafeterias were required to offer more fruit, vegetables and whole grains
and limit sodium, calories, and unhealthy fat in every school meal.
1
First Class Pre-K providers are strongly encouraged to participate in The National School Lunch Program
(NSLP) or The Child and Adult Care Food Program (CACFP).
2
In addition, the USDA issued the Smart Snacks in School standards, which took effect in 2014. These
standards ensure all foods and beverages sold in competition to reimbursable meals during the school day
are healthy choices.
3
Why are Smart Snacks important?
• More than a quarter of kids’ daily calories may come from snacks.
• Kids who have healthy eating patterns are more likely to perform better academically.
• Kids consume more healthy foods and beverages during the school day. When they are Smart Snacks,
the healthy choice is the easy choice.
• Smart Snacks Standards are a federal requirement for all foods sold outside the National School Lunch
Program and School Breakfast Program.
The OSR strongly encourages First Class Pre-K providers to follow the Smart Snacks in School Program.
Proof of Immunization
Upon admission into a First Class Pre-K program classroom, the pre-k provider shall ensure that evidence
of age-appropriate, up-to-date immunization record or signed religious beliefs exemption(s) affidavits
against such immunizations are maintained onsite for each child.
Screenings
Parents or guardians will grant their permission to screen their child’s vision, hearing, dental and physical
health (see Appendix D). Parents or guardians will mark the screenings they are granting permission for on
the form. Parents or guardians also have the option to opt-out and not allow their child to receive some or
all the screenings offered. If a child has been screened by the family’s physician or dentist within the last
year for any of the screening items below, the parent may attach a copy of the screening(s) to Appendix D.
Parents or guardians will be asked to sign the bottom of Appendix D after all four screenings have been
completed, to indicate that they have been informed of the results of the screenings. Programs are
encouraged to make copies of the completed screening form prior to sending them home for a signature in
case they are lost in transit. Teachers may also choose to conference with parents to review the results.
Appropriate referrals should be made based on screening results. Screenings are strongly encouraged for
any new children who enroll in the classroom after the initial screening deadline has occurred
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Physical Screenings
Programs are required to provide physical screenings onsite. These may be conducted by a medical
professional such as a nurse, nurse practitioner, or physician’s assistant; they do not have to be completed
by a physician. They must include information regarding height, weight, body mass index, and blood
pressure. Programs are encouraged to use Appendix E, but other forms may be accepted as long as they
contain the same information.
These screenings must be completed no later than October 31, however, programs are encouraged to
complete them closer to the beginning of the school year if possible. If a teacher has concerns about a
child’s physical health prior to the screening, it is strongly suggested to schedule a conference to discuss
concerns with the child’s parent or guardian.
Hearing Screenings
All programs must offer hearing screenings by trained professionals onsite. Programs are encouraged to
use the form in Appendix E, but other forms may be accepted as long as they contain the same information.
The screenings must be completed no later than October 31.
Vision Screenings
All programs must offer vision screenings by trained professionals onsite. Programs are encouraged to use
Appendix E, but other forms may be accepted as long as they contain the same information. The screenings
must be completed by October 31.
Dental Screenings
All programs must offer dental screenings by trained professionals onsite. Programs may choose to
partner with a provider in your area. Programs are encouraged to use Appendix E, but other forms may be
accepted as long as they contain the same information. The screenings must be completed by October 31.
Developmental Screenings and Assessments
Parents will complete the Ages and Stages Questionnaire-3 (ASQ-3) for their child only if the child is
selected for the classroom during the random selection process. The ASQ-3 will be completed by the parent
via the online region specific ASQ link provided by the program (hard copies may be completed by parents
but teachers must then enter the assessments into the ASQ online system). It is the responsibility of the
program to provide computer access and assistance to families if needed.
Teachers should share ASQ results with families during the 1st semester required family conference unless
a child has scored in the gray/black areas on the screener indicating a risk of possible developmental delays.
In this case, teachers should schedule a conference with the parents as soon as possible to discuss the results
and have parents complete and sign the Universal Referral Form. Any parental concerns noted on the ASQ
Screener should be treated as a parental request for evaluation and addressed as soon as possible. Teachers
should email or fax a copy of the completed form to the intake specialist with the Alabama Partnership for
Children. Your Coach or Monitor can assist you with this process if needed. For additional information,
call 1-833-939-0336.
First Class Pre-K has adopted the Devereux Early Childhood Assessment for Preschoolers, 2
nd
Edition
(DECA-P2) to ensure that each child is seen through a strength-based lens when supporting them to
develop their protective factors for resilience. For further information, please see section CF 4.2.
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The PPVT (Peabody Picture Vocabulary Test, 5
th
Edition) is administered annually to randomly selected
Pre-K sites/students throughout the state. Sites that are selected will have pre- and post-assessment
administration conducted twice a year, once in the Fall and once in the Spring. Information obtained is
not used to rank programs or determine the status of state funding for local pre-k programs. Data collected
from the PPVT assessment is utilized to show growth in the area of receptive vocabulary and is a
component of First Class Pre-K NIEER research.
PA 4.7 Community Collaboration\
Each First Class Pre-K program should partner with their county’s Children’s Policy Council (CPC), early
childhood education committee. Children’s Policy Councils are coordinated by Liletta Jenkins at the
Alabama Department of Early Childhood Education. The early childhood education committees will work
to gather data about location of education programs and services available for four-year-olds in each
county. Community collaboration is an important component in the continuing growth of high quality pre-
k. For more information, programs may contact Liletta Jenkins at liletta.jenkins@ece.alabama.gov or 334-
224-3171. The CPC website may be found at alcpc.org.
PA 4.8 Transition to Kindergarten Plans
As outlined on page 10 of the Alabama Transition to Kindergarten Toolkit (ATKT) found at
tinyurl.com/kindergartentoolkit, "the transition to kindergarten is an important developmental milestone
for children and their families. It is an exciting and sometimes challenging experience in the life of families
and a juncture around which schools and programs should collaborate to promote readiness, alignment,
and school success. Early childhood providers, schools, and community agencies should work together to
create seamless kindergarten transitions by sharing information with families, helping them build
relationships of support throughout the transition and aligning the experiences children and families have
before and after the transition." To help guide this work, the ADECE requires all funded First Class Pre-K
programs, starting this 2022-2023 program year, to use the ATKT to develop their annual transition plans.
The ATKT is located at Appendix W. The ATKT should be updated annually. Once plans are fully developed,
programs should submit a copy of the Transition Plan to their respective Region Director.
PA 4.9 Licensing
Programs must abide by minimum standards and hold a current license from DHR. For licensing
information, contact the Department of Human Resources Child Care Services at 334-242-1425 or
dhr.alabama.gov.
Public school systems, military schools, colleges, and universities are not required to be licensed by DHR.
However, all programs receiving OSR funding must adhere to DHR safety requirements for both the
classroom and the playground.
Any First Class Pre-K program that is placed on probation by DHR is automatically
suspended by the Alabama Department of Early Childhood Education. Funds are forfeited
during the period of probation. The OSR also reserves the right to terminate funding.
PA 4.10 Accreditation
If a First Class Pre-K Program is an accredited site by a professional accrediting organization, please give
accreditation documentation to your monitor within 30 days of the program start date. The OSR encourages all
programs to obtain accreditation from professional organizations.
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PA 4.11 Transportation
Transportation services are not provided by the OSR. However, individual program sites that choose to
provide transportation must adhere to local transportation guidelines, laws, and DHR Minimum
Standards, including restraints, harnesses, and/or car seat.
PA 4.12 Child Abuse and Neglect Reporting and Investigations
It is required by law for anyone associated with the First Class Pre-K program to report suspected abuse or
neglect. See full text of Alabama’s Mandatory Child Abuse and Neglect reporting law in Appendix N. The
pre-k provider must notify the OSR Director immediately anytime there is an open abuse or
neglect investigation involving the First Class Pre-K classroom or any classroom at the site
and when resolution is completed.
The OSR will temporarily suspend the First Class Pre-K program that is suspended by DHR for the length of
time that it takes the program to be reinstated by DHR. The OSR also reserves the right to terminate
funding.
PA 5 Recruitment and Enrollment Process
PA 5.1 Equal Access
A class of children with cultural, socioeconomic, and gender diversity that is open equally to all Alabama
children whose parent/family choose for them to participate is the ideal model of delivery.
The recruitment process for the First Class Pre-K program must be open and nondiscriminatory. Children
cannot be denied participation on the basis of income, sex, race, color, or national origin, or disability (Title
VI of the Civil Rights Act of 1964): (TITLE IX of the Educational Amendments of 1972 and Title 11 of the
Vocational Education Amendments of 1976); or disability (Section 504 of the Rehabilitation Act of 1973
and the Americans with Disabilities Act of 1990) in educational programs. Income may not be used as a
consideration for enrollment unless a program is federally mandated to do so.
The McKinney-Vento Act, reauthorized by the Every Student Succeeds Act of 2015, applies to homeless
children attending LEA-administered preschools. 1 42 USC §11432(g)(i)(F)(i); US Dept. of Education (July
2016). Education for Homeless Children and Youths Program Non-Regulatory Guidance, N-4. States must
ensure that homeless children have access to public preschool programs, administered by the state or local
educational agency (SEA or LEA), as provided to other children. 42 USC §11432(g)(i)(F)(i)
There must be a wide distribution of recruitment notices in English and other languages as needed. The
notices should state that a public random selection drawing will be used to choose the children in the
First Class Pre-K classroom unless otherwise mandated by Federal law. Random selection means that every
child in the population has an equal chance of being selected. Criteria such as gender, race, socioeconomic
status, academic ability, etc. may not be used in drawing the children. Every effort should be made to
ensure a socioeconomically diverse classroom.
Random selection may be based on the percentage of funds provided by OSR funding. For example, if OSR
funding represents 75% of the total cost for class operations, then 75% of that class’s enrollment should be
randomly selected according to OSR guidelines resulting in 14 children of the class’s children being served
by OSR funding. The program is required to provide at least a 25% match to the funding award, therefore
25% of the children (4) could be enrolled without being randomly selected because they are being served using
matching funds rather than OSR funds. Monitors can assist in reviewing the budget to calculate this
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number. It is strongly recommended that random selection be used exclusively if possible.
PA 5.2 Recruitment
All programs are required to utilize the online AlaCEED registration platform which was carefully selected
and custom-designed to meet the needs of First Class Pre-K (see Appendix S).
Notices for recruitment must be publicly posted at least one month in advance of the random selection
drawing in locations such as childcare centers, pediatrician offices, health departments, Children Policy
Council meetings, newspapers, and/or social media where appropriate. Digital recruitment flyers will be
provided to First Class Pre-K programs by the OSR.
Recruitment notices must include: (a) date, time, location and required information needed for
application, (b) non-discriminatory and equal opportunity statements, and (c) the date, time, and place of
the random selection drawing.
If the First Class Pre-K classroom is located in a center that currently has a program for 3-year-old children,
those children may not be automatically moved up to the First Class Pre-K classroom unless the program
is federally mandated. Those children must submit the online pre-registration form and be placed in the
public random selection drawing like all other children from the community who submit applications.
However, you may use the process described in section PA 5.1.
Newly selected program sites will be notified of their timeline during the grant award process.
Mandated Timeline of Recruitment Events for Existing Classrooms
January 15 until March Random Selection Drawing: Programs should advertise by placing recruitment
notices around the community (the OSR will send an electronic flier to all directors). Programs will conduct
pre-registration via the online AlaCEED platform after recruiting at least one calendar month prior to the
random selection drawing.
February 1-28: Programs will conduct pre-registration via an electronic link. Parents should also provide
a copy of their most recent utility bill (or other verification) as proof of Alabama residency (or district
residency if required by the local school board). Military Orders per Act 2022-90 are also acceptable for
proof of residency. The program is responsible for providing computer access and assistance to families if
needed.
March 1-31: Programs will hold a public random selection drawing. After children are drawn to fill all
available positions during the random selection process, the remaining pre-registered children will
continue to be drawn and numbered in the order they are drawn. This will be the order of the waiting list
when new students are added to the classroom.
April 2-15: Program directors mark each child’s status in AlaCEED as “pending” (selected for an available
position in drawing) or “waitlisted” (not selected for an available position in drawing).
April 16-18: The Department triggers emails notifying families of pending or waitlisted status. Pending
status families are asked to accept or decline the available position by contacting the director of the First
Class Pre- K Program; parents have 7 days to make a decision.
April 19: Directors may begin changing pending status in AlaCEED to completed if the position is accepted
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or dropped if the position is declined. Directors will then assign completed status students to specific
classes in AlaCEED.
May 15: Students should be marked completed, dropped, or waitlisted. No student should be left enrolled
after this date.
After children are drawn during the random selection process, the remaining students will continue to be
drawn and numbered in the order they are drawn. This will be the order of the waiting list when new
students are added to the classroom.
If a program has multiple birth siblings (twins, triplets, etc.) all names should be placed in the drawing
separately. If one but not all multiple birth siblings are drawn before the classroom cap at 18, the drawing
should cease at this point and the 1 or 2 multiple birth siblings should be added to the classroom roster at
this point to reach full classroom enrollment.
PA 5.3 Maintaining Enrollment and Waiting Lists
Recruitment and advertising for the classroom should continue throughout the year in order to maintain
enrollment and a comprehensive waiting list. The list of students who are pre-registered in AlaCEED and
who were not selected for an available position in the program, along with new students who register via
AlaCEED during the year, will be on the waiting list. This list must be maintained for all children who are
not attending the program but wish to. If a child withdraws from the classroom at any time during the year,
the next child on the waiting list should be added to the classroom within 3 school days. For more
information, refer to the AlaCEED Guide (Appendix S).
PA 5.4 Including Children with Special Needs
The OSR supports diversity in First Class Pre-K classrooms. It is strongly recommended that OSR
classrooms carefully consider and plan for children with disabilities to ensure that resources are in place in
the First Class Pre-K classroom. Programs are encouraged to consult with their local education agency
(LEA) special education staff for resources available through the federal Office of Special Education
Programs (OSEP). For more information, visit alsde.edu.
PA 5.5 Home Visiting Programs
The First Teacher Home Visiting program provides grant funds to local programs around the state to
deliver parent education and support through home visits with families. Programs use evidence-based
home visiting models to educate and assist families in finding appropriate social services to help them meet
any unmet needs they may have. Models that programs use also help families achieve goals including, but
not limited to, preparing their children for school, searching for employment, accessing healthcare and
social services, and improving the overall lives of young children. Models vary, but some programs may
choose to enroll women prenatally and continue to stay involved with the family until the child enters
kindergarten. Other programs work specifically on school readiness with preschool-aged children. There
are First Teacher Home Visiting programs available to provide services in all 67 counties across the state.
For more information on home visiting programs, visit children.alabama.gov.
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The Alabama First Class Pre-K Classroom
CR 1 The Classroom Learning Environment
First Class Pre-K program providers are expected to provide a learning environment which is at minimum
clean, safe, and conducive to high quality learning. OSR staff will conduct an assessment of the
environment
and make recommendations for improvement as needed. Pre-K providers shall maintain appropriate
equipment, materials and supplies for each pre-k classroom (see Appendix P). Classroom furnishings,
supplies, and materials are required to be in place at the beginning of the school year. Worn-out furnishings
and equipment should be replaced and updated. The OSR will require the replacement of used and/or
broken equipment, supplies, and furnishings. Consumables should be replenished as needed. Said items
should be budgeted for annually. Consult with First Class Pre-K Monitor and Region Director prior to
purchasing. Refer to Appendix P for required items.
CR 1.1 Purchase of Equipment, Materials, and Supplies
Each classroom is expected to provide a high quality learning environment with developmentally
appropriate furnishings, equipment, supplies, manipulatives, and activities. A list of required equipment,
materials, and supplies can be found in Appendix P. First Class funds may be used for purchase of
equipment, materials, and supplies for the classroom. Single item purchases over $300 must be pre-
approved by the Monitor and/or Region Director and a copy of receipts for all purchases should be provided
to the Monitor using the Classroom Inventory and Purchase List (see Appendix M). The Monitor will check
receipts for all purchases made with OSR funds on a monthly basis. Any receipt dated outside of the 90
day purchase window will not be accepted, and those items may not be paid using OSR funding.
CR 1.2 Ownership of Equipment
If a classroom purchases equipment using First Class Pre-K funds from the OSR and declines funding, or
is defunded, all materials, furniture, supplies, as well as classroom and playground equipment shall be
returned to the ADECE. The program will incur the cost of removal of said items. Alternatively, the
program can keep said items and refund cost of said items to the ADECE.
CR 2 Classroom Delivery
CR 2.1 Space
Each classroom shall have licensed space for 18 children, which includes a minimum of 35 square feet
per child (630 square feet total) and 60 square feet per child (1,080 square feet total) on the
playground. If a classroom is to be relocated for any reason, you
must contact
the Region Director for
approval prior to the move.
CR 2.2 Teacher: Student Ratio and Classroom Makeup
Enrollment of 18 children in all First Class Pre-K classrooms is expected within 30 days of school start
date. This provides a 9 to 1 child: teacher ratio. Head Start classrooms may have no more than 20 children
in their classroom which will ensure a 10:1 ratio; however, they may request permission from Head Start to
remain at 18.
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Two adults – lead teacher, auxiliary teacher, and/or substitute – must be present at all times, with the
exception of nap time. If either teacher is absent, the First Class Pre-K program must provide a substitute.
First Class Pre- K funds may be used for substitute teachers. The Lead or Auxiliary teacher may not be taken
out of the First Class Pre-K classroom to fulfill any other role or duty in the program. Programs will be
fined $500 for each instance. Recurring violations will result in a program being defunded.
CR 2.3 Children with an Individualized Education Plan (IEP)
Children with diagnosed disabilities and significant special needs should receive services and staffing in
accordance with their IEP (see Section CF 1.4). First Class Pre-K teachers should have a copy or access to
all IEPs for the children in their classroom. First Class Pre-K teachers should attend all IEP meetings and
work directly with the LEA to ensure progress is being made towards meeting IEP goals for any child with
a current IEP in place. For contact information to local special education coordinators contact the Alabama
State Department of Education at 334-242-9700 or alsde.edu.
CR 2.4 Administration of Medication
First Class Pre-K program providers must adhere to state licensing standards and federal and/or state law
when administering medication to children (e.g., the Baby Douglas Law).
CR 2.5 Outdoor Learning Environment (Play Area)
An age-appropriate, fenced-in, playground with shade should be made available each day. Other
opportunities for outside activities are encouraged (ex. tricycle trail, green space, gardens, art, music, etc.)
Playgrounds should have a minimum of 60 square feet per child. Please see Gross Motor Section of the
Classroom Guidelines for additional information.
CR 2.6 Other Program Components
The First Class Pre-K day may not be religious in nature, however a moment of silence is acceptable.
Activities religious in nature must take place outside of the 6.5-hour First Class Pre-K school day.
Field trips are an important part of the educational experience. The OSR requires at least one off-site field
trip. OSR funds may be used to pay for in-state field trips only. Programs should develop their own policies
regarding field trips. Field trips and all accompanying costs must be free and available to all children in the
First Class Pre-K Classroom.
CR 3 Instructional Services and Curriculum
CR 3.1 Curriculum
The Alabama First Class Pre-K framework is an effective model based on the latest research on how to
support young children as they develop and learn. Curriculum content is comprehensively presented and
reinforced with intentional teaching strategies for pre-k teachers. Implementation of the curriculum is
embedded into the Alabama Reflective Coaching Model that includes effective teaching practices,
curriculum content based on early learning standards, and professional development.
Evaluations of statewide early childhood pre-k systems indicate that the most effective programs link early
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learning standards with curriculum and assessment. The OSR has developed early learning standards for
guiding First Class instructional practices. Alabama’s Standards for Early Learning and Development (ASELD),
curriculum, and assessment go hand-in-hand to promote children’s development and learning. The ASELDs are
the framework from which curriculum and assessments can be designed and used. The ASELDs include all domains
of children’s learning, and within the domains, describe the content and expected outcomes for children. Examples
of children’s actions illustrate the process and sequence of learning and professional practices guide ways in which
adults interact with children to support their learning.
Teachers use the ASELDs to define the specific learning experiences and content that will be taught to children or
the curriculum. Curriculum is built from feedback from the children themselves, family interests, and professionals’
knowledge of child development. Each teacher adapts the environment, activities, and interactions to guide
children’s growth and learning.
Teaching Strategies™ GOLD® is the state assessment tool that will guide the appropriate alignment of the
standards with teacher’s instruction. Assessment informs professionals’ practices. When professionals
observe children’s behaviors, their responses to activities and experiences, and their skill mastery, they are
able to design or adapt learning goals to encourage new understandings and development. Professionals
use observation, the collection of artifacts or children’s work samples, and family input to establish goals
and determine children’s progress towards meeting those goals. The ASELDs are aligned with Alabama’s
assessment tools to inform those developmental indicators that can be assessed to indicate children’s
outcomes.
The ADECE does review curricula to provide guidance on which early learning childhood curricula are most
aligned to the Alabama First Class Pre-K Framework and the ASELDs. It is important to note that First Class
Pre-K teachers and administrators work closely with coaches and/or program monitors to choose a
curriculum that will help a teacher be successful. All curricula must promote appropriate instructional
practice and be used as a supplement to the Alabama First Class Pre-K Framework.
CR 3.2 Planning Teaching and Learning
Professionals facilitate children’s development and
learning when they are thoughtful and purposeful in
their work. They deliberately design the environment,
plan the schedule and routines, offer materials and
activities, and use play as the means by which children
accomplish the goals that have been identified.
Teachers facilitate children’s learning by observing,
assessing, and intentionally developing experiences
that build on children’s current knowledge or
developmental level. Intentional teachers interact
directly with children; they ask questions to encourage
children’s thinking and problem solving, and adapt experiences to meet individual children’s learning
styles, interests, and needs. The ASELDs guide teachers’ understanding of what children can know, learn,
and do. They help them intentionally create learning experiences that facilitate children’s learning, decide
the way in which those experiences will be provided, and the way in which they will be shared with other
professionals and families.
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The Alabama Pre-K Child and Family
CF 1 The Pre-Kindergarten Child
The First Class Pre-K program does not discriminate against any child or family based on race or color,
national origin, religion, class, gender, disability, or income. The First Class Pre-K program encourages
diversity in each of its classrooms. Any OSR funding recipient found to discriminate will be immediately
defunded from the First Class Pre-K program.
The intent of the First Class Pre-K program is to provide state-funded, high quality, voluntary pre-k for
Alabama’s four-year-olds.
CF 1.1 Age Requirement
Children must be four years of age on or before September 1*, based on acceptable documentation such as
birth certificates, passports, official medical documents, or official documents from other countries. Children
who are 5 years of age and are eligible for kindergarten may not enroll in Alabama First Class Pre-K.
An opinion of the Attorney General states in effect that under the common law, one’s age is computed by
including the day of birth so that a given age is attained the day before the birthday anniversary.
(Authority: Ala. Code §16- 28-4 (1975) Interpretation based on Report of Attorney General of Alabama
October-December 1963, Volume 113, page 20).
CF 1.2 Residency Requirement
The child must be an Alabama resident and maintain residency while enrolled. For purposes of this
program, an Alabama resident is defined as a child who resides in the state of Alabama with proof of
residence required (e.g. current utility bill). School systems may restrict residency to their school districts,
but a written policy adopted by the local Board of Education must be in place prior to the school year start
date to restrict enrollment to that school district only.
CF 1.3 Required Health Information
Upon admission into a First Class Pre-K program classroom, the pre-k provider shall ensure that evidence
of age-appropriate, up-to-date immunization record or signed religious beliefs affidavits against such
immunizations are maintained onsite for each child.
CF 1.4 Children with Special Needs
States and local school districts are required by federal law to educate preschool-age children with special
needs in typical early childhood programs alongside their typically developing peers to the maximum
extent appropriate. The Individuals with Disabilities Education Act (IDEA) requires programs to include
children with disabilities in pre-k classrooms side-by-side with their typically developing peers (see
Appendix O). See the departments website for the referral process, at children.alabama.gov.
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CF 2 Parent/Family Engagement Expectations
Alabama First Class Pre-K programs shall provide meaningful opportunities for families to be involved in
their child’s education. A comprehensive plan for family engagement to implement strategies designed to
develop partnerships with families and build reciprocal relationships that promote shared decision-making
should be developed by all programs. An annual plan specifying the ways parents may earn hours and the
number of hours earned specified is due October 1 and will be reviewed by the First Class Pre-K Monitor.
A monthly calendar/flyer/newsletter outlining upcoming family engagement opportunities should be
shared at the beginning of each month with First Class Pre-K families and the First Class Pre-K Monitor.
Family participation in the First Class Pre-K program is expected. Families are responsible for completing
12 participation hours each school year. Examples of ways to participate are attending the family
orientation, completion of the ASQ-3 screener, attending field trips, volunteering in the classroom,
attending parent conferences, attending enrichment meetings, participating in IEP meetings, and
completing take-home activities. Teachers must specify the amount of time a parent will earn when
working with their child on a project at home. When the project is returned to school, the teacher will
document the amount of time the parent has earned and record it on the Parent/Family Engagement Log
(see Appendix K). Parent/Family Engagement hours should be offered in 1-hour increments and sign-in
must be recorded on Appendix I, the Parent/Family Engagement Sign-in Sheet. Children may not be
dismissed from a First Class Pre-K classroom due to lack of parent/family participation.
CF 2.1 Parental Programming
The following are examples of meaningful opportunities for families to be engaged in their child’s education:
1. Home visits, including home visitation models such as HIPPY, Parents as Teachers
2. Formal and informal parent/teacher conferences
3. Classroom visits and options for parents and families to participate in classroom activities
4. Parent education and parent engagement activities
5. Family involvement in decision making about their own child and about their child’s early childhood
program
6. Opportunities to engage families outside of the regular service day
CF 2.2 Parent/Family Orientation
All First Class Pre-K programs are required to have an onsite family orientation meeting within the first
20 working days prior to the start of the school year. A list of topics to discuss at this meeting is found in
Appendix J. Parent attendance at orientation is expected and must be documented on the Parent/Family
Engagement Sign-In Sheet (see Appendix I). Programs should have families complete the Parent/Guardian
Contract (Appendix H) and ASQ-3 screener for their child at orientation.
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It is the responsibility of the program to provide computer access and assistance to families
when needed for information to be completed online (i.e., AlaCEED Registration and ASQ-
3 Screeners).
CF 2.3 Parent-Teacher Conferences
At least 2 individual conferences per year between the lead teacher and parent/guardian are required. The
first conference should be held after the October GOLD® checkpoint but prior to December 15. The second
conference should be held after the final GOLD® checkpoint and prior to May 31. Both conferences should
be documented using the Teaching Strategies™ GOLD® Family Conference Form. In some circumstances,
it may be necessary to use the GOLD® Development and Learning Report for parent conferences if
finalization is not possible before holding parent conferences. Monitors will verify signed parent
conference forms onsite.
CF 3 Student Attendance
CF 3.1 Procedures for Student Attendance
Regular attendance ensures pre-k children benefit from participating in a quality early education. Regular
attendance is a school readiness skill, in addition to a good measure of parent engagement. Pre-k providers
are required to formulate written procedures for addressing issues regarding attendance and tardiness.
These procedures should be shared with families during orientation. They will also be reviewed onsite by
the Monitor. Daily attendance records should be maintained onsite and include the dates when a child is
absent and the dates/times when a child arrives late or leaves early. The attendance procedures should
specify actions to be taken by the pre-k provider if attendance issues become problematic. Teachers are
encouraged to contact parents daily regarding attendance concerns. Attendance issues are best handled
before they reach chronic levels. Program Directors should consult with their Monitor if they have
questions concerning child attendance. For additional information concerning attendance, visit
attendanceworks.org. The goal of the attendance policy is to assist families in establishing and maintaining
regular school attendance patterns.
CF 3.2 Chronic Attendance Issues
Chronic tardiness is defined as late arrival or early departure more than 2 days per week. A definition
of tardiness should be developed by the provider.
Chronic absenteeism is defined as missing more than 4 days per month without medical or other
reasonable explanation. Chronic tardiness or absenteeism may also be defined by an established regular
attendance pattern(s), e.g., if a child is late every Monday or absent every Tuesday or leaves early every
Friday.
Providers are required to document efforts to assist parents/guardians of children who do not attend on a
regular basis, are routinely late, or routinely leave the program early in improving attendance. A meeting
with the parent/guardian should occur to determine the reason(s) for the problem and identify ways to
resolve the problem.
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This documentation should be shared with the First Class Pre-K Monitor. The following information
should be documented:
1. Number of school days so far in the year
2. Number of days the child has been absent and/or
3. Number of days the child has been tardy
4. Information regarding parent conferences to discuss tardiness and/or absenteeism and ways that
were discussed to increase attendance and/or decrease tardiness
Consecutive Absenteeism is defined as not attending class for 10 consecutive days without a medical or
other reasonable explanation. OSR approval to dismiss after 10 consecutive days of non-attendance should
be requested in writing and sent to the First Class Pre-K Region Director. The following information should
be included in the request:
1. Dates the child was absent from the program
2. Date teacher/director contacted parents with concerns
3. Date of documented parent meeting to discuss the absenteeism (if meeting was held)
4. Last date the child attended the program (this will be the dismissal date)
The program may only drop the child from the class roll if pre-approval is granted and received in
writing from the OSR Region Director.
If the program director has been repeatedly unable to contact a family after the child has missed 10
consecutive days and the parent has not formally withdrawn the child, the program director should notify
the Region Director and automatically withdraw the child in AlaCEED as of the child's last day of
attendance, and a new child should be added from the waitlist within three school days.
CF 3.3 Attendance Expectations for Children Receiving Special Education Services
Occasionally, it will be necessary for children to receive special services outside of the pre-k classroom.
They may be provided in other sites in the community such as Head Start centers and elementary schools.
It is acceptable for children to be absent from the pre-k program to receive these services as long as they
are in attendance for at least 75% of the school week. The pre-k teacher should have documentation from
the parent or local school system stating where the services will be provided (location), the frequency of
the services (number of days per week), and the duration of the services (30 minutes, an hour, etc.). The
teacher should also document the actual amount of time the student will be absent to ensure that the child
will be in attendance for 75% of the school week. This information, along with a copy of the child’s current
IEP, should be kept on file in the pre-k classroom.
CF 4 Discipline
CF 4.1 Positive, Social-Emotional Approaches to Student Discipline
No employee shall use any form of corporal punishment as a method of discipline in the First Class Pre-K
program. This includes, but is not limited to: paddling, striking, pulling, pushing, swatting, placing hands
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on, or hitting. No use of time-out will be allowed. Appropriate practices include redirection,
encouragement, problem-solving, effective planning, calming strategies, and smooth, engaging transitions.
When behaviors arise that may be challenging to the child, teacher, and other children in the setting,
classrooms need supports that create a community and awareness to support the child with the behavior
so the missing skills can be modeled and taught. An awareness of the effects of trauma and toxic stress on
the developing brain is also emphasized to help teachers understand that all behavior including challenging
behavior is a form of communication. Children are not able to verbalize anxiety stress, anger, or frustration,
but do convey these feelings through behaviors. Reflecting with teachers as to the “why” of the behaviors
brings solutions with permanent impact whereas a focus on controlling behaviors only brings short-term
strategies with no real impact. This switch from “what’s wrong with you?” to “what’s happened to you?” is
the basis for truly changing the trajectory that many young children find themselves on due to living in
toxic stress of the effects of intergenerational trauma. Every child does not have trauma; however, every
child benefits from trauma-informed practice.
This lens provides teachers an individualized lens of each child to meet them where they are and build the
skills the child will need to be successful. Teachers may struggle with this lens, may have limited access to
this information, and may struggle with how to apply it to the age group they serve. When challenging
behaviors arise, the impact is far-reaching and impacts not only the teacher and child but also the large
classroom community and their families as well. Teachers may feel their position pushes them to teach
“academics”, however in early childhood education a strong foundation in social-emotional and
opportunities to strengthen their executive functioning skills is the foundation that all learning will be
based upon. By broadening the scope of what a teacher feels is their responsibility, a child truly does receive
an education that is developmentally appropriate and truly a strong start that meets not only the academic
child but the social-emotional child.
To ensure that the whole child is being addressed in the classroom, the Devereaux Early Childhood
Assessment for Preschool, 2
nd
Edition (DECA-P2) is used as a social-emotional assessment to determine
the child’s needs when behaviors arise. The purpose of the assessment is to create strategies for the child
so they will be successful in the classroom and build the social-emotional skills needed for success. Recent
research indicates that a child’s development in the social-emotional skills in early childhood is a strong
indicator of a child’s future success into adulthood. When challenging behaviors arise, teachers may feel
overwhelmed or unsure as to how to help the child. By using the assessment and the Devereaux system,
not only are steps being taken to build a strong foundation of the child, but also to relieve stress on
teachers.
CF 4.2 Universal DECA-P2 Implementation
The Devereux Early Childhood Assessment for Preschoolers, 2nd Edition (DECA-P2) is a social-emotional
assessment with a behavioral screener built in. The DECA assessment process helps users identify
individual children’s social and emotional strengths and needs, and the data collected can be used to create
individualized plans to develop Within-Child Protective Factors through intentional skill development.
Aligned DECA strategies can be used to develop skills at the universal level, to individualize and improve
social-emotional quality for all children, and at the targeted level for children with specific social and
emotional needs.
Teachers will work together to complete an assessment on each child in their classroom after four weeks
of contact/observation. The initial class roster will be imported into the e-DECA system at the beginning
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of the year; however, children enrolled after the start of school will need to be entered by the teacher. The
Coach will supply each classroom with step by step instructions to enter data into the system. Each child
will have a pre-and post- assessment. The pre-test is done four weeks after contact with the child and the
post-test will be completed between April 15 and May 15.
For children who are no longer enrolled in the program, no steps will need to be taken as there will be no
post-test completed. Children will not need to be made inactive in the system. Teachers will receive through
their coach their usernames and passwords during the first 4 weeks of school.
After all DECA-P2’s are entered into the e-DECA system, the Coach will support the teacher with the
following tools:
➢
DARS (Devereux Adults Resilience Survey): This is an optional tool to support teacher self-care and
building adult resilience. The coach will ensure the teacher can access and is aware of this tool. This
should be completed during the first 4 weeks of school to support the teacher’s self-care plan.
➢
DECA-P2 Reflective Checklist: This tool shows the universal strategies that should be implemented to
support 75% of children in their development of the protective factors (initiative, attachment, and self-
regulation). This is a reflective tool for the Coach to walk the teacher through to complete based on the
needs of their children.
➢
DECA-P2 classroom profile: This tool shows the teacher where children in their classroom have
strengths and areas in which they need support by using the DECA-P2 Reflective Checklist. Strategies
can be implemented universally to address these needs.
➢
Individual Child Reports (home and family strategies): The strategy selector will support all children
but especially those that may need more individualized strategies. The strategy selector aligns
meaningful home and school strategies that are beneficial to children and aligned with home and
school expectations. This report may be used with family conferences, as well.
CF 4.3 Individualized Student Interventions
We recognize that there are a broad range of abilities considered developmentally appropriate for 4-year-
old children. Once children have an appropriate amount of time to acclimate to the classroom environment,
typical differences in behavior and skills will be apparent. If a teacher notices a child has significant
behavioral, developmental or health issues, individualized interventions may be necessary. Information
from the parent- completed ASQ-3 combined with information from the Teaching Strategies™ GOLD®
assessment may be used to substantiate the need for a parent conference to discuss a referral to the local
school system’s LEA for preschool special education services and supports. Programs and teachers should
have a plan in place for scenarios involving serious social-emotional and behavioral concerns.
Example: A child is throwing a tantrum and throwing things. This incident could harm other students in
the classroom, so one teacher should remove the rest of the children from the classroom immediately while
the other teacher remains with the child throwing the tantrum to work through the issue. After the issue
has been resolved, the teacher would assist the child in cleaning up the classroom, talking about the issue,
and thus developing and building a relationship with the child.
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Note: unless the child is in danger of harming himself or others, it is important to remove
the other children instead of the individual child because removing the child from the
situation may escalate it. The child may not be able to self-regulate if removed from the
environment; thus, it can be beneficial to remove the other children while the individual
child receives support from the second teacher to work through the issue.
The Coach should be notified immediately, the child’s parents must be notified the same day as the
incident, and a follow-up conference with the parents must be scheduled. During this conference, the
teachers need to share effective, positive behavior strategies with the child’s parents to ensure continuity
between the classroom and the child’s home. The teacher needs to communicate with the parent/family
using insight-oriented communication to reflect positive behaviors as well as challenging behaviors. This
course of action is for serious social-emotional and behavioral concerns.
Teachers should make every effort to connect with the parent/family and the child during the conference
in positive ways to support a positive connection with the parent/family. This connection is integral in
approaching a child’s behavior from a stance of empathy and understanding to help a child regulate their
emotions, think clearly, and manage complex social environments, such as the classroom.
CF 4.4 Modified Student Attendance
In some instances, it may be necessary to have a student attend a modified school day to be successful.
Examples may include a child who is extremely disruptive or difficult to manage during certain parts of the
day. A child may have a hard time transitioning to school in the morning, so it may be suggested that he
temporarily come in 30 minutes after school starts in order to miss the chaos with all children arriving at
the same time. If naptime occurs at the end of the day and a child is very disruptive during that time, he
may temporarily be allowed to end his day prior to naptime.
Any form of modified attendance (i.e., less than 6.5 hours of instructional time a day)
requires prior approval from the Region Director.
Modified attendance should be used in conjunction with child-specific interventions and documented
responses to the intervention. A referral for special education testing should also be discussed with the
parent and documented. Programs must contact their Coach and Region Director to discuss requests for
modified attendance and the submission of the necessary documentation (see Appendix G).
CF 4.5 Supporting Children’s Social and Emotional Development
Preschool expulsions and suspensions have long-term implications. The U.S. Department of Education and
the Department of Health and Human Services warns that “young students who are expelled or suspended
are as much as ten times more likely to drop out of high school, experience academic failure and grade
retention, hold negative school attitudes, and face incarceration that those who are not” (ED/HHS, 2014,
p.3).
First Class Pre-K supports interventions for promoting social, emotional, and behavioral development of
young children.
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Primary Interventions include:
•
Positive adult/child interactions
•
Teacher sensitivity
•
Teacher responsiveness
•
High quality supportive environments
•
First Class Pre-K Program Guidelines
•
First Class Pre-K Program Appendices
•
First Class Pre-K Classroom Guidelines
•
Ages and Stages parent completed questionnaire (ASQ-3)
•
Coaching support (including trauma-informed practices such as Conscious Discipline)
•
Family/Teacher Conference
Secondary Interventions may include:
•
Targeted social/emotional supports (including Devereux Early Childhood Assessment e-DECA)
•
Referral to Help Me Grow
•
Infant/Early Childhood Mental Health Referral (IECMH)
•
Family/Teacher Conference
•
Home Visiting
Occasionally a child may exhibit serious social-emotional behavioral concerns. In severe instances when a
child is in danger of harming himself or others, he should be moved to a safe area to prevent escalation of
the behavior. Once the child has regained control and the situation has been diffused, he may return to the
classroom. Parents should be immediately notified of the incident and a conference should be scheduled.
If behavioral concerns persist alternative services and resources to assist the child and family should be
pursued.
The Region Director can provide information concerning community resources and support.
The Alabama Pre-K Teaching Team
TS 1 Lead Teacher
TS 1.1 Days of Service
All lead teachers are funded for 187 days of service – 180 days of classroom instructional services provided
to children and seven days of pre/post planning and/or staff training. The teacher is expected to work and
be compensated based on 7.5 hours of work per day, including 6.5 hours of instruction and one hour of
joint planning with the auxiliary teacher.
In cases where the governor declares a state of emergency in your county, OSR teachers must be paid for
days out of school and can use OSR funds. Additionally, any missed school days due to this circumstance
do not have to be made up.
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If a First Class Pre-K program provider requires teachers to work more than 187 days, the
provider cannot use First Class program funds for this expense. If a First Class Pre-K
program teacher is required to work more than eight hours per day, the teacher must be
paid using non-OSR funds.
TS 1.2 Age Requirements
All lead teachers must be at least 21 years of age or older.
TS 1.3 Education Requirements
All lead teachers must possess one of the following degrees:
1. Human Environmental Science degree with a concentration in Early Childhood Development
or Child Development.
2. Early Childhood Education degree (B.S., B.A., or M.A./M.S.) or completion of a bachelor’s
degree program leading to P-3 certification in Early Childhood Education with a minimum of
18 credit hours in early childhood/ child development coursework.
3. Special Education degree in Early Childhood with a minimum of 18 credit hours in early
childhood/child development coursework, or a bachelor’s degree program leading to
certification in Early Childhood Special Education with a minimum of 18 credit hours in early
childhood/child development coursework.
Note: Teacher certification is only required for teachers employed in public schools.
Official transcripts on all new lead teachers must be submitted to the OSR no later than 30 days from hire
date. Transcripts must be official and mailed, sealed and unopened, or electronically received by the OSR
from the actual institution. All degrees must be earned from an institution that has received regional
accreditation.
TS 1.4 Lead Teacher Salary
Lead teacher salaries must be paid according to their salary matrix (see Appendix A). This is the base salary
and does not include benefits.
Note: Programs are responsible for paying teacher salaries out of local funds until OSR funds are
distributed to the program.
TS 2 Auxiliary Teacher
TS 2.1 Days of Service
All auxiliary teachers are funded for 187 days of service: 180 days of classroom instructional services
provided to children and seven days of pre/post planning and/or staff training. All auxiliary teachers are
expected to work and be compensated for a 7.5 hour workday to include 6.5 hours of instruction and one
hour of planning in coordination with the lead teacher. The OSR requires programs to pay the CDA salary
for Auxiliary Teachers (see Appendix A).
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TS 2.2 Employment Requirement
An auxiliary teacher must meet all of the following minimum requirements:
•
Must possess a high school diploma or GED.
•
Must possess a Child Development Associate credential (CDA) or at least nine credit hours of
college coursework in Early Childhood Education or Child Development from a regionally
accredited institution.
Official transcripts of college coursework or a copy of the Child Development Associate (CDA) credential for
all new auxiliary teachers must be submitted to the OSR no later than 30 days from hire date. Transcripts
must be officially mailed directly to the OSR, sealed and unopened, or sent electronically to the OSR from
the actual regionally accredited institution. All college coursework must be from an institution that has
received regional accreditation.
TS 2.2 Auxiliary Salary
A minimum salary for auxiliary teachers is indicated in Appendix A. The aforementioned is the base salary
and does not include benefits. Programs are responsible for paying teacher salaries out of local funds until
First Class funds are distributed to the program.
TS 3 General Personnel Requirements
TS 3.1 Criminal Background Checks
All First Class Pre-K program personnel must have a satisfactory criminal background check, Child Abuse
and Neglect (CAN) background check and fingerprinting, with documentation on file with their employer.
Criminal background checks are required of all First Class Pre-K program personnel including substitute
teachers and any other person having regular contact with the classroom children.
Volunteer parents may not be left in the classroom unsupervised by classroom personnel. If an OSR grantee
personnel is arrested or convicted of criminal behavior during employment in the First Class Pre-K
classroom, the program must promptly inform the OSR.
All classrooms must have a notarized Background Check Verification Form submitted by mail to the
Montgomery Office within 10 days of the first day of school (see Appendix C).
TS 3.2 Employees
All First Class Pre-K program personnel are not employees of the OSR. First Class Pre-K personnel may not
occupy more than one position during the 7.5 hour teacher workday (e.g., director and teacher; director
and auxiliary teacher).
TS 3.3 Substitutes
The First Class Pre-K provider shall ensure that a substitute lead teacher and/or substitute auxiliary
teacher is present and working when the regular teacher(s) is/are absent, whether due to illness, required
training, personal leave, etc. Long-term substitutes, which are defined as teaching longer than 3 weeks,
should meet the credentials of the teacher they are replacing. If a long- term substitute is required, the
Region Director should be notified prior to the sub placement. Each site is responsible for compensating
all substitutes, and OSR funds may be used for this purpose. Criminal background checks are required for
all substitute teachers.
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Any classroom that does not have the appropriate substitute(s) in place when either teacher
is absent is subject to be fined $500/day per each incident and may be in jeopardy of losing
funding.
TS 4 Professional Development Requirements
TS 4.1 Importance of Professional Development
To maintain quality teaching standards, annual professional development is required for all staff
directly associated with the First Class Pre-K program. OSR staff will work with a variety of providers to
develop and deliver professional development for high quality pre-k.
TS 4.2 Attendance at Professional Development
Lead teachers must attend a minimum of 15 hours of OSR-sponsored training each year plus 15 additional
hours of training offered by local or regional programs, for a total of 30 training hours. Auxiliary teachers
must attend a minimum of 10 hours of OSR-sponsored training each year plus 10 additional hours training
offered by local or regional programs for a total of 20 hours. Twelve of the required training hours must
come from participation in the Alabama Early Childhood Education Conference. Administrators are
strongly encouraged to participate in First Class Pre-K professional development opportunities.
Professional development is an important component of quality, so the OSR expects all sites to make training
opportunities accessible to staff by paying for regular training costs, travel, and substitutes from OSR funds.
Teachers who are certified and employed by school systems are required to participate.
Online professional development opportunities approved by the OSR may also serve as professional
development hours. Coaches are the best resources for learning about professional development
opportunities and expectations.
Teachers are required to document all local and OSR training attendance using PowerSchool. Teachers
should also keep copies of training certificates onsite for verification of attendance.
Failure to complete required OSR trainings and/or no shows at OSR-sponsored training will
result in a fine of up to $1,000 per teacher. The fine will be deducted from an OSR funding
disbursement. Required trainings include but are not limited to, Grantee Training, New
Teacher Development, TSGold Platform Training, TSGold Interrater Reliability
Certification, and the Early Childhood Education Conference.
TS 4.3 Training Reimbursements to Staff
The program provider shall ensure that OSR funds are used to pay for substitute teachers and costs
associated with staff travel (e.g., meals, lodging, mileage at the current state mileage rate) to all required
state training sessions. In addition, the providers shall pay staff salaries and expenses for all required OSR
trainings (up to 7 days), within 30 days of training and/or upon receipt of invoices from teachers.
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IT Instructional Support Team
IT 1.1 Region Support Team
The Office of School Readiness will work closely with program sites to ensure the highest possible quality
pre- k programs. Region Directors, Coaches, and Monitors will work closely with directors, lead teachers,
and auxiliary teachers throughout the year and will be available for consultation regarding questions about
the program; enrollment; approval of equipment, materials, and/or supplies requests; training needs; and
other assistance.
All First Class Pre-K classrooms will be assigned a Coach and a Monitor. Coaches will support classroom
teachers by providing assistance with adhering to the Classroom Guidelines. They will also connect
teachers and administrators among First Class programs. Monitors will assist Program Directors in
adhering to the Program Guidelines and funding compliance.
IT 1.2 Region Monitors
Monitors will work closely with Program Directors. They will monitor and evaluate program progress
during planned and random onsite visits throughout the year. They will provide guidance, support, and
resources to ensure program quality.
IT 1.3 Region Coaches
Coaches will provide feedback, coaching, and assessments through regular site visits. Evaluation data is
important for the overall First Class Pre-K program and serves the purposes of continuous program
improvement as well as measurement of progress toward goals. Coaches will work closely with classroom
teachers to identify and track progress toward goals.
DA Disciplinary Action for Noncompliance with Office of School Readiness Regulations
Disciplinary action will be imposed on pre-k sites that DO NOT meet First Class Pre-K Program and/or
Classroom Guidelines and stipulations by prescribed dates given by OSR staff, including Region Directors,
Coaches, Monitors, and/or the OSR Director or Secretary of Early Childhood Education. Warnings, fines,
and/or proration may occur for sites with noncompliance issues. Recommendations and stipulations will
be documented and shared with each site by First Class Pre-K Monitors during each site visit. Failure to
comply with stipulations as mandated by the First Class Pre-K Program Guidelines, First Class Pre-K
Classroom Guidelines, and given by the Region Director may result in suspension or termination as
described herein.
DA 1.1 Suspension
Suspension Recommendation
The Region Director will notify the Program Director, in writing, of his/her recommendation to suspend
funding.
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The suspension notice shall include:
1. The reason(s) for the proposed suspension
2. The effective date of the proposed suspension
3. Information which states that the program has the opportunity to submit written material in
opposition to the recommended suspension and/or request a hearing.
If a hearing is not requested, the hearing committee will meet within 15 days after the deadline for the
program to submit written materials or request a hearing. The decision of the hearing committee regarding
suspension of a site will be made within five business days after the conclusion of the informal hearing.
The written decision of the hearing committee will be promptly transmitted via certified mail and
electronic mail to the assigned monitor and program director.
Grounds for Immediate Suspension
First Class Pre-K programs that are suspended or placed on probation by DHR are automatically
suspended by the Alabama Department of Early Childhood Education, Office of School Readiness.
Program Directors are required to report such suspension to their Region Director in writing within 24
hours of notification by DHR. Funds are forfeited during the period of the suspension or probation.
Funding is not automatically reinstated if the program’s license is reinstated by DHR. The OSR reserves
its right to review the program upon reinstatement of the DHR license to determine whether to reinstate
funding, continue the OSR suspension for a period of time, or terminate funding.
No funds will be disbursed to a program during suspension proceedings. Fund disbursement
will begin when the program is reinstated or back in good standing. The Alabama
Department of Early Childhood Education reserves the right to relocate students, and all
classroom supplies and equipment, during the suspension process.
If the program makes a written request for a hearing in response to a suspension recommendation, such a
hearing will be scheduled.
1.
The Region Director will notify the program of the date and time for the hearing.
2.
The hearing committee will be composed of the Secretary of Early Childhood Education, OSR
Director or designee, and the Region Director.
3.
If the program does not appear for the hearing, the hearing process will continue.
4.
The hearing committee will determine the suspension status of the program.
The decision of the hearing committee regarding suspension of a site will be made within five business days
after the conclusion of the hearing. The written decision of the hearing committee will be promptly
transmitted via certified mail and electronic mail to the assigned monitor and program director.
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DA 2 Termination of First Class Pre-K Program Sites
The Region Director may recommend a site for termination. Funding may be terminated for any or all of
the following reasons:
1. The program has misused or lost program funds
2. The program is no longer a licensed center
3. The program provides false data in submitted reports
4. The program has failed to comply with the required guidelines and reporting requirements that are
outlined in the First Class Pre-K Program or Classroom Guidelines; or the program has failed to
correct one or more deficiencies identified by the assigned monitor in an evaluation or documented
during a site visit, in a timely manner.
Termination Recommendation
The Region Director will notify the program, in writing, of his/her recommendation to terminate funding.
Within five (5) days of the recommendation for termination, the Region Director will contact the Director
of the OSR who will arrange a date and time for a formal hearing. A formal hearing will be scheduled
within thirty days of the recommendation for termination. If the program director does not appear for a
formal hearing, the formal hearing process will continue. The OSR formal hearing committee may
terminate funding. The decision of the formal hearing committee is final. No funds will be disbursed to a
program during termination proceedings.
Grounds for Immediate Termination
The Secretary of Early Childhood Education may immediately terminate funding without a formal
hearing in cases of child endangerment or gross negligence. Termination of pre-k sites is immediate
when the facility and/or campus is found to pose any safety risk to the children. Aid will be terminated,
and students will be removed from the facility.
Thereafter, all unused funds must be refunded to the ADECE. Equipment, furniture, classroom equipment, and
supplies as well as playground equipment shall be returned to the Department if purchased with First Class Pre-K
funds, and grantee will incur the cost of removal and delivery of said items. Alternatively, the program may keep
said items and refund cost of said items to the department.
DA 2.1 Formal Hearing Regarding Termination
When a recommendation for termination of funding is made, the presiding officer (Secretary of Early
Childhood Education) shall conduct a full and fair hearing, avoid delay, maintain order, and make a
sufficient record of the facts and issues. To accomplish these ends, the presiding officer shall have all powers
authorized by law and may make all procedural and evidentiary rulings necessary for the conduct of the
hearing. The hearing shall be open to the public unless the presiding officer for cause shown, otherwise
determines.
1. The formal hearing committee will be composed of the Secretary of the ADECE, the Director of
OSR Director or designee, and the Region Director
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2. The Region Director and program director are entitled to present their cases by oral and/or
documentary evidence, to submit rebuttal evidence, and to conduct such examination and cross-
examination as may be required for a full and true disclosure of all facts bearing on the issues. The
issues shall be those stated in the filed notice.
3. The decision of the formal hearing committee regarding suspension or termination of funds will be
based on evidence provided during the hearing process and made within five (5) business days after
the conclusion of the formal hearing.
4. The written decision of the formal hearing committee will be promptly transmitted via certified
mail to the Region Director and program director.
If a decision is made to terminate, thereafter, all unused funds must be refunded to the Alabama
Department of Early Childhood Education. Equipment, furniture, classroom equipment and supplies
as well as playground equipment must be returned to the department if purchased with First Class Pre-
K funds, and the program will incur the cost of removal and delivery of said items. Alternatively, the
program can keep said items and refund cost of said items to the department.
First Class Pre-K Program Guidelines | Appendix A
Appendix A
First Class Pre-K Program Guidelines |2023 - 2024
Appendix A
First Class Pre-K Program Guidelines |2023 - 2024
Appendix A
First Class Pre-K Program Guidelines |2023 - 2024
Appendix A
First Class Pre-K Program Guidelines | Appendix A
Appendix A
Appendix A: First Class Pre-K Lead & Auxiliary Teacher Base Salary
Lead Teacher Base Salary $44,226
Auxiliary Teacher Base Salary $22,440
The minimum required for all public and non-public school auxiliary teachers is a Child Development Associate
(CDA) credential or the equivalent required coursework.
The OSR only requires programs to pay the CDA salary for auxiliary teachers. If the auxiliary teacher has a higher
credential, programs may choose to pay the recommended salary for that credential.
If the auxiliary teacher salary exceeds the current salary of teacher’s aides in public school sites, it is recommended
that the school develop a new classification to reflect the increased education requirement and increased work
expectations of a First Class Pre-K Auxiliary Teacher.
Note: Additional supplemental salary funding may be available for lead teachers with a master’s degree as well
as auxiliary teachers with an AA/AT degree (to include 18 hours of Child Development/Early Childhood specific
credits
First Class Pre-K Program Guidelines | Appendix B
Appendix B
Appendix B: 2023-2024 Sliding Fee Scale for the First Class Pre-K Program
Based on the Annual 2023 Health & Human Services Poverty Guidelines and Federal Poverty Levels for
the 48 Contiguous States and D.C.
Parent fees are not a requirement of the First Class Pre-K program. However, programs may choose to request
parent fees (tuition) based on the above guidelines. If a program charges fees, it must show how all parent fees
are reinvested back into the First Class Pre-K classroom. No child may be refused access to First Class Pre-K
program based on inability to pay. If a child is designated as being served by Title I, migrant or homeless
funds, programs should refer to the guidance of their local LEA concerning the charging of fees to these
students.
First Class Pre-K Program Guidelines | Appendix C
Appendix C
Appendix C: Background Check Verification Form
*Due within 10 days of the start of the school year for all First Class Pre-K Classrooms. See the timeline
for submission requirements.
The safety and security of students in all First Class Pre-K funded sites is very important to the
Department of Early Childhood Education. First Class Pre-K program personnel, including substitute
teachers and any other person having regular contact with the classroom children, must have a
satisfactory criminal background check, Child Abuse and Neglect (CAN) background check and
fingerprinting on file with their employer. Volunteer parents may not be left in the classroom
unsupervised by classroom personnel. If an OSR grantee personnel are arrested or convicted of criminal
behavior during employment in the First Class Pre-K classroom, the program must promptly inform OSR.
Classroom Name: _______________________________________________________
Program Name: _________________________________________________________________________________________________
ADECE requires that no unchecked adults be left alone with students (unless it’s their own child) until a recently
passed background check can be completed and verified to the ADECE.
I, ___________________________________________________________________
(Program Director’s name), verify all employees or volunteers who have contact with Alabama First Class
Pre-K program students have recently and satisfactorily passed a background check. Please send a completed
notarized Appendix C form with the program director’s signature and the date the form was completed to:
Alabama Department of Early Childhood Education
Office of School Readiness
Attention: Official Background Check
P.O. Box 302755
Montgomery, AL 36130-2755
_____________________________________ _______________________
Program Director’s Signature Date
State of Alabama County of _________________________________________________
The foregoing instrument was acknowledged before me this ________ day of ____________________,
20______
_________________________________________________
Notary’s Official Signature (Seal) Commission Expiration Date
First Class Pre-K Program Guidelines | Appendix D
Appendix D
Appendix D: Health Screenings Permission and Review Form
The Alabama First Class Pre-K program is committed to making sure that pre-k children are healthy. To
do this, our classrooms offer onsite health screenings at no cost. Please check the screenings you agree to
allow medical personnel (such as nurses) and/or trained professionals to administer to your child. You
may also choose to opt out of some or all of the screenings if you do not wish for your child to participate.
I agree that my child may participate in the following screenings:
Vision
Dental
Hearing
Physical
All of the above
***************************************************************************************************
___________ My child has been screened within the last year for one or more of the above screenings
and a copy of the screening(s) is attached.
************************************************************************************************************
I do not want my child to participate in any health screenings offered through the
Alabama First
Class Pre-K program.
Student Name
Parent/Guardian Signature Date
Teacher Signature Date
TO BE COMPLETED AFTER PARENT/GUARDIAN HAS REVIEWED SCREENING RESULTS
I have been given the opportunity to review the results of the health screenings
my child received. PARENT/GUARDIAN SHOULD NOT SIGN BELOW UNTIL RESULTS HAVE BEEN
REVIEWED!
___________________________________________________________ ______________________________
Parent/Guardian Signature Date
Appendix E
First Class Pre-K Program Guidelines | Appendix E
Appendix E: Child Health Screening Record
To be completed by a nurse or trained professional – not the First Class Pre-K Teacher or Program Director
Class
Name:
County:
Student
Name:
Date
of
Birth:
/
/
Last First Middle
First Class Pre-K Program Guidelines | Appendix F
Appendix F
Appendix F: ADECE Incident Report Form
Complete and submit the electronic version of the form shown below at laserfiche.alabama.gov/Forms/ADECE-
IRF to report serious accidents, injuries, medical situations, or behavior incidents. Incidents involving a crime or
traffic incident should be reported directly to the police. If possible, the report should be submitted within 24 hours
of the incident. For extreme incidents, contact your Region Director immediately.
INFORMATION ABOUT THE INCIDENT
Date of Incident:
Time:
Parent Notified? Yes No
Police Notified? Yes No
DHR Notified? Yes No
Location of Incident:
Description of Incident (what happened, how it happened, factors leading to the event, etc.) Be as specific as possible
(attach additional sheets if necessary)
Were there any witnesses to the incident? Yes No
If yes, attach separate sheet with names, addresses and phone numbers.
Was there media coverage of the incident? Yes No
If yes, identify the media outlet and attach news clipping if available.
Was the individual injured? If so, describe the injury (laceration, sprain, etc.), the part of the body injured, and any other
information known about the resulting injury(ies).
Was medical treatment provided? Yes No Refused
If yes, where was treatment provided? On site Urgent Care Emergency Room Other
REPORTER INFORMATION
Individual Submitting Report (print name):
Signature:
Date Report Submitted:
INFORMATION ABOUT ADULT PERSON INVOLVED IN THE INCIDENT
Full Name:
Classroom Name:
Program
Employee
Name: _______________
_____________________
Partner Organization
Employee
Name: ________________
______________________
Visitor/Volunteer
Name: ________________
______________________
Vendor
Name: ___________________
_________________________
First Class Pre-K Program Guidelines | Appendix F
Appendix F
Report received by: Date
(Region Director Signature)
*Region Director should forward a signed copy to the OSR Director.
Document any follow-up action taken after receipt of the incident report.
Date
Action Taken
By Whom
First Class Pre-K Program Guidelines | Appendix G
Appendix G
Appendix G: Request for Modified Schedule
Complete and submit the electronic version of the form shown below at
laserfiche.alabama.gov/Forms/ADECE-RMS.
Please note that if a child has a current IEP (Individualized Education Program), please disregard this
form and consult with the IEP team for any modification(s) to the child’s schedule.
Name of Class: _______________________ County: ___________________________
Coach: ____________________________ Monitor: ___________________________
Lead Teacher: _______________________ Email: _____________________________
Site Director Submitting Request: _____________________________________________
Contact Number: ______________________ Date Submitted: _____________________
Do you have any other modified schedule? Yes No
Child’s Name: ________________________ Diagnosis (if applicable): _________________
Is anyone from the local school system coming into your classroom to assist this child? Yes No
If yes, how often? _________________________________________________________
Has the child been referred for testing with results? Yes No
Is the child ineligible for services? Yes No
If the child does not have an IEP, have the parents agreed to a referral for special education testing
Yes No
Do you have your Coach’s support for this modified schedule? Yes No
Modified Schedule Request Approved Denied Date: ___________________
Region Director verified child’s schedule: ________________________________________
Comments: _____________________________________________________________
Date modified schedule lifted: ________________________________________________
Please describe examples of how this child requires more time from both teachers than other children in the classroom.
Be as detailed as possible. We rely on this information to support our decision:
1. Specific reason(s) a modified schedule is being requested.
2. Interventions already implemented to help the child benefit from the program.
3. Information including all documentation of written correspondence and meeting notes detailing ongoing involvement with
parents/family, including the discussion regarding a special education referral.
4. Behavioral documentation and instructional observations of the child to support the modified schedule request.
5. Any additional documentation parents/family voluntarily provides, such as documentation of consultation with any other outside
resources (i.e., child’s pediatrician, counseling services, or local school system).
6. A written schedule including the length of the child’s proposed day, proposed daily schedule including times and the activities during
this time period, and the justification for the proposed schedule.
7. A written plan describing how the child’s attendance will be increased over time to the typical 6.5 hour day.
First Class Pre-K Program Guidelines | Appendix H
Appendix H
Appendix H: Parent/Guardian Contract
Child’s Full Name: ________________________________________________________
Name of Class: _________________________ County: _________________________
Lead Teacher: ___________________________________________________________
The intent is for your child to gain the greatest possible benefits from this preschool experience. As
space is limited, selection to the program is a privilege that requires parental responsibilities. Each
parent is asked to carefully consider the following requirements for participating in the program.
Your signature will acknowledge that you understand and agree to abide by these guidelines.
I agree to:
• Attend an orientation session at the beginning of the school year
• Attend two scheduled family conferences (one per semester)
• Attend additional conferences when requested to discuss my child’s progress
• Complete a minimum of 12 hours of parent involvement
• Have my child at school by ______ a.m. (children are not admitted into the building
before ______ a.m.)
• Pick up my child at ______ p.m. (children must be picked up no later than ______
p.m.)
• Send a written parent/doctor excuse to my child’s teacher for every absence
• Submit all required forms and documentation to my child’s teacher by given deadlines,
such as the ASQ-3 Developmental Screener. (This screener is entered into the Enterprise
Data Base System and may provide your family with connections to resources/support to
benefit your child/family. Your child’s teacher will provide instructions on the
completion of the ASQ-3).
• Assume responsibility for my child’s conduct and progress
• Work cooperatively with my child’s teachers and other site personnel
• Give the ADECE permission to assess and follow the academic performance of my child
• Give permission to use my child’s demographic information for ADECE reports and
publications (no identifiable information will be directly associated with your child)
• Give permission for my child to receive any additional assessments administered for the
First Class Pre-K program
I understand that this program is voluntary and that as the parent/guardian it is my
responsibility to adhere to this Parent Contract and to work with the program to resolve any
issues that may arise during the school year.
Parent/Guardian Signature: _____________________________________________
Date: __________________________
First Class Pre-K Program Guidelines | Appendix I
Appendix I
Appendix I: Parent/Family Engagement Sign-In
Name of Class: _____________________________ County: ___________________
Lead Teacher:
____________________________________________________________________
Title of Activity: _______________________________ Date: ____________________
Time of Activity: _______________________________ Number in Attendance: ________
Child’s Name
Parent/Guardian Signature
Relation to Child
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Additional Information:
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
First Class Pre-K Program Guidelines: Appendix J
Appendix J
Appendix J: Parent/Guardian Orientation
Topics to cover during parent/family orientation
1. Explanation of First Class Pre-K
2. Local program policies, procedures, and attendance expectations (these should be provided
in writing)
3. How to complete the required paperwork, including the Ages and Stages (ASQ-3)
Developmental Screener
4. What a developmentally appropriate classroom for a 4-year-olds looks like
5. Help Me Grow information
6. What parents should expect from the program.
For example: what a typical day in pre-k looks like and that children will be participating in
hands-on learning experiences rather than sitting and doing worksheets
7. What program staff will expect from the parents (see Appendix H Parent/Family Contract)
8. Information about parent/family engagement opportunities
9. Upcoming events and deadlines
10. Field trips during the year
11. Photo/video policy for students
This is determined at the local level, but programs are required to have a photo/video policy
in place prior to the beginning of the school year. Copies of the policy containing parent
signatures indicating agreement/disagreement with the policy must be kept on site and
parents/guardians must be given a copy of the policy as well
First Class Pre-K Program Guidelines: Appendix K
Appendix K
Appendix K: Parent/Family Engagement Log
Teachers should complete a log at the end of the first semester and again at the end of the second semester by listing and totaling the number of
hours for each child for each Family Engagement Opportunity held. Please give the completed form to your Monitor at the end of each semester.
Remember to offer parent/family hours in 1-hour increments.
Class:
________________________
______________
Year:
________________________
______________
________________________
________
Family
Orientation
August
ASQ-3
Screener
Total
Child Name
Parent’s Name
Date
Date
Date
Date
Date
Date
Date
Date
Date
Date
Example: Jane Doe
Example: John and Betty Doe
2 Hours
1 Hour
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Monitor Initial
Date
First Class Pre-K Program Guidelines | Appendix L
Appendix L
Appendix L: Code of Alabama for the Office of School Readiness
Alabama Office of School Readiness, Code of Alabama Section 26-24-23,24,25
Duties of Office
The Office of School Readiness shall do all of the following:
1. Establish criteria and administer such programs and services as may be necessary for the
operation and management of a voluntary prekindergarten program.
2. Administer such programs and services as may be necessary for the operation and
management of preschool and certain child development programs coordinating with the
Department of Education for the inclusion of preschool special education.
3. Ensure that the prekindergarten program provides a developmentally appropriate preschool
program emphasizing growth in language and literacy, math concepts, science, arts, physical
development, and personal and social competence.
4. Receive and disperse any funds appropriated to the office from the Legislature for the
establishment, operation, and administration of the prekindergarten program. The budget of the
office shall be part of the Department of Early Childhood Education.
5. Assist local units of administration in this state so as to assure the proliferation of services under
this article.
6. Coordinate with the regulatory division for the licensing of child care centers and with the
administration of the United States child and adult care food programs at the child care centers
participating in the prekindergarten program.
7. Issue annual reports to the Governor, secretary, and Legislature concerning the administration
and operation of the prekindergarten program.
8. Provide leadership for enhancement of school readiness in this state by aggressively establishing
a unified approach to the state's efforts toward enhancement of school readiness. In support of
this effort, the office may develop and implement specific strategies that address the state's school
readiness programs.
9. Safeguard the effective use of federal, state, local, and private resources to achieve the highest
possible level of school readiness for the state's children.
10. Provide technical assistance to local programs.
11. Assess gaps in services.
12. By January 2001, adopt a system for measuring school readiness that provides objective data
regarding the expectations for school readiness and establish a method for collecting the data and
guidelines for using the data. The measurement, the data collection, and the use of the data must
serve the statewide school readiness goals. The criteria for determining which data to collect
should be the usefulness of the data to state policymakers and local programs' administrators in
administering programs and allocating state funds and must include the tracking of school
readiness system information back to individual school readiness programs to assist in
determining program effectiveness.
(Act 2000-613, p. 1230, §5; Act 2015-160, §1.)
First Class Pre-K Program Guidelines | Appendix L
Appendix L
Entities that may participate
The following entities may voluntarily, but shall not be required to, participate in the
programs and services administered by the Office of School Readiness:
1. Public schools.
2. Private schools.
3. Churches.
4. Existing public prekindergarten programs.
5. Existing private prekindergarten programs.
6. Existing nonprofit prekindergarten programs.
7. Any other entities or programs approved by the office.
(Act 2000-613, p. 1230, §6.)
Collaboration on programs
As additional funds become available, all programs within each county participating in school
readiness shall collaborate on early education and child care programs that are funded with state
and/or federal funding including, but not limited to, adult and community education programs,
Even-Start literacy programs, prekindergarten early intervention programs, Head Start programs,
programs offered by public and private providers of child care, migrant prekindergarten programs,
Title 1 programs, subsidized child care programs, and teen parenting programs, together with any
additional funds appropriated or obtained for this section. These programs shall be components of
the integrated school readiness program.
(Act 2000-613, p. 1230, §7.)
First Class Pre-K Program Guidelines | Appendix M
Appendix M
Appendix M: Permission to Purchase
Individual non-consumable items over $300 must be pre-approved by the assigned Monitor or
Region Director prior to purchasing items.
All purchases made with OSR funds must be verified by your Monitor with appropriate documents,
including itemized receipts or itemized paid invoices, on a regular basis. Failure to provide
appropriate documentation within 90 days from the date of approved purchase(s) will result in
ineligibility for purchase(s) to be paid with OSR funds.
Complete and submit the electronic version of the form shown below at
laserfiche.alabama.gov/forms to request permission to purchase items over $300.
First Class Pre-K Program Guidelines | Appendix N
Appendix N
Appendix N: Alabama’s Mandatory Child Abuse and Neglect Law
Code of Alabama Section 26-14, Reporting of Child Abuse or Neglect
For the purposes of this chapter, the following terms shall have the meanings respectively ascribed
to them by this section:
(1) ABUSE. Harm or threatened harm to a child's health or welfare. Harm or threatened harm to
a child's health or welfare can occur through nonaccidental physical or mental injury, sexual abuse
or attempted sexual abuse, or sexual exploitation or attempted sexual exploitation. Sexual abuse
includes the employment, use, persuasion, inducement, enticement, or coercion of any child to
engage in, or having a child assist any other person to engage in, any sexually explicit conduct or
any simulation of the conduct for the purpose of producing any visual depiction of the conduct;
or the rape, molestation, prostitution, or other form of sexual exploitation of children, or incest
with children as those acts are defined by Alabama law. Sexual exploitation includes allowing,
permitting, or encouraging a child to engage in prostitution and allowing, permitting,
encouraging, or engaging in the obscene or pornographic photographing, filming, or depicting of
a child for commercial purposes.
(2) NEGLECT. Negligent treatment or maltreatment of a child, including the failure to provide
adequate food, medical treatment, supervision, clothing, or shelter.
(3) CHILD. Either of the following:
a. A person under the age of 18 years.
b. A person under the age of 19 years who is in need of protective services and does not qualify for
adult protective services under Chapter 9 of Title 38.
(4) DULY CONSTITUTED AUTHORITY. The chief of police of a municipality or municipality and
county; or the sheriff, if the observation of child abuse or neglect is made in an unincorporated
territory; or the Department of Human Resources; or any person, organization, corporation,
group, or agency authorized and designated by the Department of Human Resources to receive
reports of child abuse and neglect; provided, that a duly constituted authority shall not include an
agency involved in the acts or omissions of the reported child abuse or neglect.
Section 26-14-2 - Purpose of chapter
In order to protect children whose health and welfare may be adversely affected through abuse
and neglect, the Legislature hereby provides for the reporting of such cases to the appropriate
authorities. It is the intent of the Legislature that, as a result of such efforts, and through the
cooperation of state, county, local agencies and divisions of government, protective services shall
be made available in an effort to prevent further abuses and neglect, to safeguard and enforce the
general welfare of such children, and to encourage cooperation among the states in dealing with
the problems of child abuse.
Section 26-14-3 - Mandatory reporting
(a) All hospitals, clinics, sanitariums, doctors, physicians, surgeons, medical examiners, coroners,
dentists, osteopaths, optometrists, chiropractors, podiatrists, physical therapists, nurses, public
and private K-12 employees, school teachers and officials, peace officers, law enforcement
officials, pharmacists, social workers, day care workers or employees, mental health professionals,
employees of public and private institutions of postsecondary and higher education, members of
the clergy as defined in Rule 505 of the Alabama Rules of Evidence, or any other person called
upon to render aid or medical assistance to any child, when the child is known or suspected to be
a victim of child abuse or neglect, shall be required to report orally, either by telephone or direct
communication immediately, and shall be followed by a written report, to a duly constituted
authority.
First Class Pre-K Program Guidelines | Appendix N
Appendix N
(b)
(1) When an initial report is made to a law enforcement official, the official subsequently shall
inform the Department of Human Resources of the report so that the department can carry out
its responsibility to provide protective services when deemed appropriate to the respective child
or children.
(2) As soon as is practicable after a report of known or suspected child abuse or neglect is made,
the Department of Human Resources shall make efforts to determine the military status of the
parent or guardian of the child who is the subject of the child abuse or neglect allegation.
(3) If the Department of Human Resources determines that a parent or guardian under
subdivision (2) is in the military, the department shall notify a United States Department of
Defense family advocacy program at the military installation of the parent or guardian that there
is an allegation of child abuse or neglect that is being investigated that involves a child of the
military parent or guardian.
(c) When the Department of Human Resources receives initial reports of suspected abuse or
neglect, as defined in Section 26-14-1, including suspected abuse or neglect involving discipline
or corporal punishment committed in a public or private school or suspected abuse or neglect in
a state-operated child residential facility, the Department of Human Resources shall transmit a
copy of school reports to the law enforcement agency and residential facility reports to the law
enforcement agency and the operating state agency which shall conduct the investigation. When
the investigation is completed, a written report of the completed investigation shall contain the
information required by the state Department of Human Resources which shall be submitted by
the law enforcement agency or the state agency to the county department of human resources for
entry into the state's central registry.
(d) Nothing in this chapter shall preclude interagency agreements between departments of human
resources, law enforcement, and any other state agencies on procedures for investigating reports
of suspected child abuse and neglect to provide for departments of human resources to assist law
enforcement and other state agencies in these investigations.
(e) Any provision of this section to the contrary notwithstanding, if any agency or authority
investigates any report pursuant to this section and the report does not result in a conviction, the
agency or authority shall expunge any record of the information or report and any data developed
from the record.
(f) Subsection (a) to the contrary notwithstanding, a member of the clergy shall not be required
to report information gained solely in a confidential communication privileged pursuant to Rule
505 of the Alabama Rules of Evidence which communication shall continue to be privileged as
provided by law.
(g) Commencing on August 1, 2013, a public or private employer who discharges, suspends,
disciplines, or penalizes an employee solely for reporting suspected child abuse or neglect
pursuant to this section shall be guilty of a Class C misdemeanor.
Section 26-14-4 - Permissive reporting
In addition to those persons, firms, corporations, and officials required by Section 26-14-3 to
report child abuse and neglect, any person may make such a report if such person has reasonable
cause to suspect that a child is being abused or neglected.
Section 26-14-5 - Contents of reports
The reports provided for in this chapter shall state, if known, the name of the child, his or her
whereabouts, the names and addresses of the parents, guardian, or caretaker, and the character
and extent of his or her injuries. The written report shall also contain, if known, any evidence of
previous injuries to the child and any other pertinent information which might establish the cause
of such injury or injuries, and the identity of the person or persons responsible for the same.
First Class Pre-K Program Guidelines | Appendix N
Appendix N
Section 26-14-6 - Temporary protective custody
A police officer, a law enforcement official, or a designated employee of the State or County
Department of Human Resources may take a child into protective custody, or any person in charge
of a hospital or similar institution or any physician treating a child may keep that child in his or
her custody, without the consent of the parent or guardian, whether or not additional medical
treatment is required, if the circumstances or conditions of the child are such that continuing in
his or her place of residence or in the care and custody of the parent, guardian, custodian, or other
person responsible for the child's care presents an imminent danger to that child's life or health.
However, such official shall immediately notify the court having jurisdiction over juveniles of such
actions in taking the child into protective custody; provided, that such custody shall not exceed
72 hours and that a court of competent jurisdiction and the Department of Human Resources
shall be notified immediately in order that child-protective proceedings may be initiated. During
such period of temporary custody, the director of the county department of human resources may
give or cause to be given effective consent for medical, dental, health, and hospital services for any
abused or neglected child.
Section 26-14-6.1 - Duties and responsibilities for investigation of reports
The duty and responsibility for the investigation of reports of suspected child abuse or neglect
shall be as follows:
(1) Reports of suspected child abuse or neglect involving disciplinary or corporal punishment
committed in a public or private school or kindergarten shall be investigated by law enforcement
agencies.
(2) Reports of suspected child abuse or neglect committed in a state-operated child residential
facility shall be investigated by law enforcement agencies.
(3) All other reports of suspected child abuse and neglect shall be investigated by the Department
of Human Resources.
Section 26-14-7 - Duties of Department of Human Resources
(a) The State or County Department of Human Resources shall make a thorough investigation
promptly upon either the oral or written report. The primary purpose of such an investigation
shall be the protection of the child.
(b) The investigation, to the extent that is reasonably possible, shall include:
(1) The nature, extent and cause of the child abuse or neglect;
(2) The identity of the person responsible therefor;
(3) The names and conditions of other children in the home;
(4) An evaluation of the parents or person responsible for the care of the child;
(5) The home environment and the relationship of the child or children to the parents or other
persons responsible for their care; and
(6) All other data deemed pertinent.
(c) The investigation may include a visit to the child's home, an interview with the subject child,
and may include a physical, psychological, or psychiatric examination of any child or children in
that home. If the admission to the home, school, or any other place that the child may be, or
permission of the parent or other persons responsible for the child or children, for the physical,
psychological, or psychiatric examination, cannot be obtained, then a court of competent
jurisdiction, upon cause shown, shall order the parents or persons responsible and in charge of
any place where the child may be to allow the interview, examinations, and investigation. If, before
the examination is complete, the opinion of the investigators is that immediate removal is
necessary to protect a child or children from further abuse or neglect, a court of competent
jurisdiction, on petition by the investigators and with good cause being shown, shall issue an order
for temporary removal and custody.
First Class Pre-K Program Guidelines | Appendix N
Appendix N
(d) The county department of human resources shall make a complete written report of the
investigation, together with its recommendations. Such reports may be made available to the
appropriate court, the district attorney, and the appropriate law enforcement agency upon
request. The county department of human resources shall make a written report or case summary,
together with services offered and accepted to the state's central registry on forms supplied by the
registry for that purpose.
Section 26-14-7.1 - Due process rights for persons under investigation by
department
Any person who comes under investigation by the Department of Human Resources for the abuse
or neglect of a child or children and who is employed by, serves as a volunteer for, holds a license
or certificate for, or is connected with any facility, agency, or home which cares for and controls
any children and which is licensed, approved, or certified by the state, operated as a state facility,
or any public, private, or religious facility or agency that may be exempt from licensing procedures
shall be granted the following due process rights by the Department of Human Resources:
(1) The department shall notify the alleged perpetrator that an investigation has commenced
against him or her after such investigation has officially begun in accordance with written policies
established by the Department of Human Resources. The notice shall be in writing and shall state
the name of the child or children allegedly abused, the date or dates that the alleged abuse is
thought to have occurred, and the substance of the person's actions which are alleged to be
abusive. The department shall establish and maintain written policies outlining the specifics of
such notification and other policies deemed necessary and prudent by the department to inform
the alleged perpetrator of his rights and the procedures utilized by the department involving child
abuse and neglect investigations.
(2) If the department conducts an investigation relating to child abuse/neglect, the alleged
perpetrator shall be notified of the investigator's conclusions.
(3) If the department's investigators conclude that child abuse/neglect is indicated, an
investigative hearing may be held to confirm or reject the investigators' conclusions.
(4) The alleged perpetrator shall be given ten departmental working days from the receipt of the
notification of the investigator's conclusions to request a hearing, and such request must be in
writing. If no such request is received in the department's office within ten departmental working
days, the alleged perpetrator's opportunity for a hearing shall be considered waived by the
department.
(5) The employer of an alleged perpetrator shall not be notified of the investigator's conclusions
prior to a hearing or its waiver unless, in the opinion of the department's investigators, a child is
in danger of abuse or neglect; in such case, any person in a position to discover, prevent, or protect
the child from his abuse or neglect may be informed of information gathered in the investigation
prior to a requested investigative hearing for the alleged perpetrator.
(6) The alleged perpetrator shall be notified of the date, time, and place of any investigative
hearing. Such hearing shall not be open to the public.
(7) The alleged perpetrator shall have the following rights at any departmental investigative
hearing:
a. The right to present his case himself or be represented by legal counsel or any other person.
b. The right to present written evidence, oral testimony, and witnesses.
c. The right to be provided by the department a short and plain written statement of the matters
asserted which will be presented at the hearing.
d. The right to review and copy at cost any written or recorded statement made by the alleged
perpetrator to departmental personnel in the course of the child abuse/neglect investigation. This
request must be made prior to the date for the hearing.
e. The right to review and copy at cost, before or during the hearing, the written material and other
First Class Pre-K Program Guidelines | Appendix N
Appendix N
evidence in possession of the department which will be placed into evidence at the hearing.
f. The right to inspect any exculpatory evidence which may be in the possession of departmental
investigators, and the right to be informed of such evidence if known by departmental
investigators before the hearing; provided, that a request for such evidence is made at least five
working days prior to the date set for the hearing.
g. The right to review and copy at cost all non-confidential department documents pertinent to
the case, including written policies and rights.
h. The right to cross-examine witnesses testifying at the hearing.
i. The right to request issuance of subpoenas to witnesses and compel attendance. This request
must be received no later than ten calendar days prior to the hearing, unless a shorter time is
agreed upon by the hearing officer.
j. The right to review and copy at cost all documents in the official hearing file maintained by the
hearing officer.
k. The right to have a hearing officer appointed who shall be disinterested, fair, and impartial.
(8) The Department of Human Resources or its investigative hearing officers shall have the power
and authority to issue subpoenas to compel attendance by and production of documents from any
witness. Subpoenas may be served in the same manner as subpoenas issued out of any circuit
court. Where any witness has been summoned by the Department of Human Resources, its
commissioner or any of his or her agents, and the witness refuses to appear, testify, or produce
records or documents as requested; then any circuit court in this state, or any judge thereof, on
application, may issue an attachment for such person and compel him or her to comply with such
order and the court or judge shall have power to punish for contempt in cases of disobedience of
such order.
(9) The Department of Human Resources shall establish policies and written guidelines for the
conduct and procedures involved in an investigative hearing. At such hearing, the fact that there
was a finding by a juvenile court judge or by a criminal court that child abuse or neglect has
occurred shall be presumptive evidence that the report should be marked indicated.
(10) The hearing officer shall notify the alleged perpetrator in writing of the hearing officer's
decision.
(11) Results of investigative hearings:
a. If the hearing officer concludes that child abuse and/or neglect is "indicated," such findings and
evidence shall be filed with the appropriate district attorney and other law enforcement officials
which the department may deem necessary.
b. The alleged perpetrator's employer or licensing/certifying agency or group may also be notified
of the "indicated" findings. Such notification shall be marked "Confidential" and "To Be Used Only
For The Purpose Of Discovery Or Preventing Child Abuse." The department shall establish written
policies for notification of employers, prospective employers and licensing/certifying agencies or
groups.
Section 26-14-7.2 - Child denied medical treatment due to parents' religious beliefs
(a) When an investigation of child abuse or neglect by the Department of Human Resources
determines that a parent or legal guardian legitimately practicing his or her religious beliefs has
not provided specific medical treatment for a child, the parent or legal guardian shall not be
considered a negligent parent or guardian for that reason alone. This exception shall not preclude
a court from ordering that medical services be provided to the child when the child's health
requires it.
(b) The department may, in any case, pursue any legal remedies, including the initiation of legal
proceedings in a court of competent jurisdiction, as may be necessary to provide medical care or
treatment for a child when the care or treatment is necessary to prevent or remedy serious harm
to the child, or to prevent the withholding of medically indicated treatments from infants with
disabilities and with life-threatening conditions. Upon application by the department, the court
First Class Pre-K Program Guidelines | Appendix N
Appendix N
may issue prelitigation or pretrial discovery orders for persons, medical records, and other
documents or materials.
Section 26-14-8 - Statewide central registry
(a) For the purposes of this section, the following words shall have the following meanings,
respectively:
(1) INDICATED. When credible evidence and professional judgment substantiates that an alleged
perpetrator is responsible for child abuse or neglect.
(2) NOT INDICATED. When credible evidence and professional judgment does not substantiate
that an alleged perpetrator is responsible for child abuse or neglect.
(b) The Department of Human Resources shall establish a statewide central registry for reports
of child abuse and neglect made pursuant to this chapter. The central registry shall contain, but
shall not be limited to:
(1) All information in the written report;
(2) Record of the final disposition of the report, including services offered and services accepted;
(3) The names and identifying data, dates, and circumstances of any persons requesting or
receiving information from the registry; provided, however, that requests for information and
responses where no report exists may be destroyed after three years from the date of the request;
(4) The plan for rehabilitative treatment; and
(5) Any other information which might be helpful in furthering the purposes of this chapter.
(c) The Department of Human Resources shall establish and enforce reasonable rules and
regulations governing the custody, use, and preservation of the reports and records of child abuse
and neglect. Child abuse and neglect reports and records shall be limited to the purposes for which
they are furnished and by the provisions of law under which they may be furnished. The reports
and records of child abuse and neglect and related information or testimony shall be confidential,
and shall not be used or disclosed for any purposes other than:
(1) To permit their use to prevent or to discover abuse or neglect of children through the
information contained therein, except reports or records in cases determined to be "not indicated"
shall not be used or disclosed for purposes of employment or other background checks; or
(2) For investigation of child abuse or neglect by the police or other law enforcement agency; or
(3) For use by a grand jury upon its determination that access to such reports and records is
necessary in the conduct of its official business; or
(4) For use by a court where it finds that such information is necessary for the determination of
an issue before the court; or
(5) For use by any person engaged in bona fide research who is authorized to have access to such
information by the Commissioner of the Department of Human Resources; or
(6) For use by any person authorized by a court to act as a representative for an abused or
neglected child who is the subject of a report; or
(7) For use by a physician who has before him a child whom he reasonably suspects may be abused
or neglected; or
(8) For use by an attorney or guardian ad litem in representing or defending a child or its parents
or guardians in a court proceeding related to abuse or neglect of the child; or
(9) For use by federal, state, or local governmental entities, social service agencies of another state,
or any agent of such entities, having a need for the information in order to carry out their
responsibilities under law to protect children from abuse and neglect; or
(10) For use by child abuse citizen review or quality assurance or multidisciplinary review panels;
or
(11) For use by child fatality review panels; or
(12) For public disclosure of the findings or information about the case of child abuse or neglect
which has resulted in a child fatality or near fatality; the term "near fatality" means an act that, as
certified by a physician, places the child in serious or critical condition. Information identifying
First Class Pre-K Program Guidelines | Appendix N
Appendix N
by name persons other than the victim shall not be disclosed.
(d) The names of persons or information in the investigative report placed on the state's central
registry which may be made available to the alleged perpetrator's employer, prospective employer,
or others are those cases that the Department of Human Resources or the investigative hearing
officer has determined child abuse or neglect to be indicated.
(e) In the case of any child abuse or neglect investigation which is determined to be "not
indicated," the alleged perpetrator may request after five years from the completion of the
investigation that his or her name be expunged from the central registry so long as the Department
of Human Resources has received no further reports concerning the alleged perpetrator during
the five years, at which time the department shall expunge the name.
(f) Nothing in this section shall be construed as restricting the ability of a department to refuse to
disclose identifying information concerning the individual initiating a report or complaint
alleging suspected instances of child abuse or neglect, except that the department may not refuse
such a disclosure in cases in which a court orders such disclosure after the court has reviewed, in
camera, the record of the department related to the report or complaint and has determined that
it has reason to believe that the person making the report knowingly made a false report.
(g) Any person receiving reports or records of child abuse or neglect or related information under
this section shall maintain the confidentiality of the documents and information and not disclose
it except as authorized by law.
(h) Any violation of the provision of confidentiality shall be a Class A misdemeanor.
Section 26-14-9 - Immunity from liability for actions under chapter
Any person, firm, corporation, or official, including members of a multidisciplinary child
protection team, quality assurance team, child death review team, or other authorized case review
team or panel, by whatever designation, participating in the making of a good faith report in an
investigation or case review authorized under this chapter or other law or department practice or
in the removal of a child pursuant to this chapter, or participating in a judicial proceeding
resulting therefrom, shall, in so doing, be immune from any liability, civil or criminal, that might
otherwise be incurred or imposed.
Section 26-14-10 - Doctrine of privileged communications not grounds for exclusion of evidence
as to child's injuries
The doctrine of privileged communication, with the exception of the attorney-client privilege,
shall not be a ground for excluding any evidence regarding a child's injuries or the cause thereof
in any judicial proceeding resulting from a report pursuant to this chapter.
Section 26-14-11 - Appointment of attorney to represent child
In every case involving an abused or neglected child which results in a judicial proceeding, an
attorney shall be appointed to represent the child in such proceedings. Such attorney will
represent the rights, interests, welfare, and well-being of the child, and serve as guardian ad litem
for the child.
Section 26-14-12 - Establishment of regulations by Department of Human Resources
The State Department of Human Resources may establish such regulations as may be necessary
to implement this chapter and to encourage cooperation with other states in exchanging reports
to effect a national registration system.
Section 26-14-13 - Penalty for failure to make required report
Any person who shall knowingly fail to make the report required by this chapter shall be guilty of
a misdemeanor and shall be punished by a sentence of not more than six months' imprisonment
or a fine of not more than $500.00.
First Class Pre-K Program Guidelines | Appendix O
Appendix O
Appendix O: Children with Special Needs
Individuals with Disabilities Education Act Terminology
A child with a disability is defined in IDEA as a child with at least one of thirteen specifically
defined physical, emotional, learning, or cognitive disabilities and who, by reason of the condition,
needs “special education” and “related services.” At the discretion of the state, the definition may
also include children ages three through nine or any subset of that age range, which are
experiencing developmental delays. Special Education is specially designed instruction to meet the
unique needs of a child with a disability. A child with a disability is entitled to FAPE, a free
appropriate public education. That public education should be provided in the LRE, the least
restrictive environment. The term FAPE is defined in pre-k through secondary school special
education as related services that are provided at public expense, without charge to the parent,
under public supervision and direction; meeting the state's educational standards; and addressing
special education and related services the individualized educational needs of the student. IDEA's
least restrictive environment directive requires the inclusion of children with disabilities, in the
general education program to the maximum extent appropriate. An LEA, local education agency,
is responsible for the identification and evaluation of children with disabilities and for the
provision of FAPE to children found to be eligible for special education and related services.
Benefits of First Class Pre-K for Children with Disabilities
Rigorous educational research consistently shows that at-risk children who attend high-quality
pre-k programs demonstrate gains in early learning skills and throughout their K-12 years.
Significantly, research also shows that children with disabilities who attend pre-K in inclusive
environments demonstrate gains in social skills, self-regulation, language development, and
cognition. Moreover, integrating children with disabilities into typical pre-K programs does not
simply improve the educational experience for the children with disabilities – pre-K classrooms
that utilize inclusive materials and curricula, along with appropriate supports and services,
provide social and educational benefits to the general pre-K population as well.
Eligibility of Children Receiving Special Education Services in a First Class Pre-K Program
A child who meets the eligibility requirements for the Alabama First Class Pre-K program and is
also eligible for special education and/or related services under the Individuals with Disabilities
Education Act (IDEA) will not be denied access to the Alabama First Class Pre-K program.
Therefore, dual enrollment in special education and the Alabama First Class Pre-K program is
permitted. Children should receive services and supports in accordance with their IEP. First Class
teachers should seek to be on classroom children’s IEP committees and obtain copies of the
children’s IEP in order to incorporate suggestions into class instruction. If a pre-K provider
suspects that a child has a disability or significant developmental delay, they are responsible for
talking to the parent regarding referring that child to the appropriate local education agency (LEA)
so that the child may be tested for eligibility to receive special education services. For contact
information to local special education coordinators contact the Alabama State Department of
Education at 334-242-9700 or alsde.edu.
First Class Pre-K Program Guidelines: Appendix P
Appendix P
Appendix P: Required Equipment, Materials, and Supplies
To be included in all classrooms the first year of operation and replaced in existing classrooms
on an as-needed basis. All furnishings and equipment in a First Class Pre-K program should be
age appropriate for 3-5-year-old children and should not be made of easily breakable materials.
BLOCKS: FINE MOTOR:
Unit blocks (starter set)
Cardboard bricks/hollow blocks
Small vehicles (cars and trucks)
Multi-cultural people figures
Career people figures
Traffic signs
Animal figures
Street rug
Books related to area
Writing tools
Minimum of two shelves
*There should be enough blocks, space, and
accessories for three or more children to build a
large structure independently.
MATH:
Counting bears/animals, dominoes,
counting games
Magnet numbers, number BINGO, tactile
number templates, number peg puzzles, clock
(for child play)
Chain links, timers, balance scale, tape
measure, thermometers, yardstick or rulers,
measuring cups spoons
Pegs and peg boards, sorting trays, nesting
cups, playing cards, one-inch wooden cubes,
one-inch tiles, unifix or snap cubes
Pattern blocks and cards, attribute blocks,
lacing shapes, stringing shape beads, tangrams
and puzzles, geoboards, puzzles with geometric
shapes, magnetic shapes
Books related to area
Writing tools
Minimum of one shelf
*There should be at least 3-5 materials for
counting, 3-5 materials for measuring, 3-5
materials for learning shape/size, 3-5 materials
for comparing quantities, 3-5 materials for written
numbers. Sometimes a “math” item may be present
in another area such as thermometer in science, or
a ruler in writing.
Gears, magna-tiles, tweezer activities, tinker
toys, connecting tubes, interlocking
manipulatives, beads and strings, lacing cards,
magnetic blocks, links
Puzzles (with many different subjects and
number of pieces), floor puzzles, knob less and
knobbed puzzles
Puzzle rack
Legos, bristle blocks, building logs,
Small wood tabletop blocks
Books related to area
Writing tools
Minimum of one shelf with bins
*A minimum of 3-5 small building and art
materials, manipulatives and puzzles should be
included.
NATURE AND SCIENCE:
Collections of natural objects – rocks and
minerals, leaves, seeds, acorns, pinecones,
shells, feathers, nuts, sticks, spices
Living things – models of insects, models of
animals, live plants, aquarium, bug boxes, root
View farm, live plants, aquarium
Science tools - thermometers, flashlight,
prisms (plastic), unbreakable mirrors,
binoculars, maps and globes, color paddles,
various types of scales, measuring cups and
spoons, linear measuring devices, stopwatch,
hourglass, magnifiers
Games and toys-books (realistic pictures
appropriate for pre-k), Science matching
cards/sequence, cards, games (realistic and
fact based), realistic animals, realistic puzzles.
Books related to area
Writing tools
Minimum of one shelf
*At least 3-5 examples of collections of natural
objects, at least 1 living object, 3-5 examples of
books and/or games, 3-5 examples of science tools
for activities. Some items may be teacher made,
collected, or parent donated.
First Class Pre-K Program Guidelines: Appendix P
Appendix P
DRAMATIC PLAY:
Dramatic play furnishings - play kitchen set,
table and chairs, child-size sofa, rug, doll
furniture, dress up clothes storage, mirror
Dramatic Play Props - dolls (multi-cultural),
play food from different cultures, cash register
Home Props - dishes, pots and pans, eating and
cooking utensils, food containers, plastic food
sets, mirror, iron, broom, mop, empty food
containers, small appliances with cords
removed, steering wheel, place mats, measuring
cups, spoons, graduated size mixing bowls,
reading glasses, vacuum cleaner, hair dryer,
curling iron, magazines, telephones and cells
phones, telephone books
Dress Up Clothes - community helper costumes,
cultural costumes, female gender specific such
as shoes, purses, scarves, dresses, skirts, jewelry
male gender specific such as ties, wallets, shoes,
jacket, briefcase
Theme related props/curriculum related
literature props, photos, artifacts (should be
changed out on a regular basis)
Toolbox
Doctor’s kits
Books related to area
Writing tools
*At least 3 or more types of dress up clothes, 2-3
gender specific examples of dress up clothes, props
for at least 2 different themes available daily
(menu, cash register, construction worker, etc.), 3
or more Home props (not counting dishes, pots and
pans, plastic food). There should be a variety of
“themes” available to be rotated and cultural
diversity must be represented. Some items may be
teacher made, collected, or parent donated.
LIBRARY:
Wide variety of children’s books -rhyming,
alliteration, predictable, informational/factual,
classics, award winners, nursery rhymes and
poetry, fantasy, nature and science,
race/culture, people, abilities, animals, variety
of big books (minimum of 6), class/child made
books, photo book of class trips or events
child-size rocker, child-size sofa and chair or
beanbag chairs
Library area furnishings - pillows, child-size
rocker, child-size sofa and chair or beanbag
chairs
Rug
Alphabet, beginning sounds and rhyming word
Puzzles, 3-D letters, letter templates,
felt/flannel board, felt board story pieces,
Puppets, stuffed animals
One face-out shelf for books
One additional shelf (with baskets or bins) to
Organize books
*Some items may be teacher made, collected, or
parent donated.
WRITING:
Writing materials - variety of paper, clipboards,
magna doodle, journaling/notebook pads, writing
materials and tools to be placed in all centers
Dry erase boards
Suggested materials - catalogs, office forms,
“junk” mail, telephones, message pads, guest
checks, receipt books, order forms, envelopes
Writing Tools - pencils, pens, markers, crayons,
chalk, erasers, pencil sharpener, dry erase
markers/crayons, old computer keyboards,
children’s name cards, word/picture cards,
letter stencils, letter stamps
Furniture - writing center or table/chairs,
Minimum of one shelf for materials
Books related to area
Writing tools
*Some items may be teacher made, collected, or
parent donated.
ART:
Drawing- crayons (fat and small), markers,
colored pencils, sidewalk chalk, white and
colored drawing chalk
Paints - variety of paints (tempera, finger,
watercolor, glitter), dot art painters, paint
brushes, sponges, sponge brushes, paint cups
Art aprons
Paper - variety of sizes, weight, texture & colors
3D - play dough/clay, clay cutter and other clay
equipment, Styrofoam, cardboard tubes, boxes,
bottles, craft sticks, wood pieces, Styrofoam,
cardboard tubes, boxes, bottles
Collage - sequins and spangles, paper shapes,
yarn, string, ribbon, lace, felt, paper scraps,
fabric scraps, wallpaper samples, wiggle eyes,
chenille pipe cleaners, glitter, pom-poms,
ribbon, lace fabric scraps, wallpaper samples
Tools - stencils, glue, scissors, hole punchers,
tape (masking, clear, and colored), stapler and
staples
Books related to area
Writing tools
First Class Pre-K Program Guidelines: Appendix P
Appendix P
Furniture - table and chairs, double easel,
drying rack
Minimum of one shelf for materials
* There should be at least 3-5 painting materials, 3-5
three D materials, 3-5 Collage materials, 3-5 Art
tools. Some items may be teacher made, collected, or
parent donated.
MUSIC AND MOVEMENT:
Instruments- CD player/listening device, set of
10 children’s musical instruments (hand-made
or purchased)
Music CDs, tapes, iPod/iPad/MP3
Variety of music tapes/CDs for children
(minimum of 10)
Books related to area
Writing tools
Dance props- scarves, ribbon rings, streamers
Furniture – minimum of one shelf for storage
LISTENING CENTER:
CD player or some other type of listening device
CD stories or recorded stories
Storage for listening center
TECHNOLOGY:
Minimum of two tablet type devices (such as
iPad - must be compatible with Teaching
Strategies GOLD™)
Working internet connection to support
technology
REST TIME:
Cots (one per child)
Cot sheets (one per child)
Cot carrier
GROSS MOTOR:
*Children should have access and the
opportunity to use equipment daily that
promotes a variety of skills (balancing,
climbing, ball play, steering/pedaling wheeled
toys). Portable equipment would include balls,
hoops, large trucks, tricycles with helmets,
parachutes, and cones. Stationary equipment
would include developmentally appropriate
climbing structures, sand/water table (if
anchored), swings, etc. children should have
the opportunity for gross motor both indoors
and out
MISCELLANEOUS ITEMS:
Cubbies with hooks (one per child)
Large rug for whole group area
*It is recommended that cubbies for storage of
children’s possessions be located in the classroom to
be convenient for supervision, each child should
have a separate cubby with hook so that coats, etc.
do not touch.
SAFETY EQUIPMENT:
Electrical plug outlets
First aid kit (items such as gloves, scissors,
tweezers, thermometer, bandages, tapes, gauze,
band aids, safety pins, eye dressings, cold pack
kept in freezer, current first aid instruction
chart, contact information)
OTHER SUGGESTED MATERIALS:
Pulleys, wedges, corks, marbles, small boats,
ping pong balls, nuts and bolts, watering cans,
small journals for observing and recording data,
clipboards, plastic trays, tactile materials, etc.
Please note:
When purchasing shelving units, shelves should
be low enough for teachers to easily see and
monitor all children as they play in the indoor
learning space. There should be a storage unit
with individual cubbies for each child. When
purchasing tables and chairs, the children’s feet
should be flat on the floor; table height should
be approximately 8” above the chair seat. It is
understood this will vary according to children
in the classroom, and, therefore, might be a
good idea to purchase a few chairs that are
shorter than average for smaller children in the
classroom.
ADDITIONAL ITEMS THAT MAY BE
PURCHASED IF ADDITIONAL FUNDS
ARE AVAILABLE:
Additional unit blocks, block sets, large vehicles
for block play
Puppet stage and additional puppets
Magnetic board and a variety of magnets
Additional manipulatives
Additional dramatic play dress-up props
Additional art materials
Additional paint and play dough/clay colors
Child-size sofa and chair
Playhouse, farm set, garage set; play mats such
as town/farm
Toolbox, tools, workbench, safety glasses
Additional dolls/doll accessories
First Class Pre-K Program Guidelines | Appendix Q
Appendix Q
Appendix Q: Playground Safety Recommendations
Developmental skills for 4-and 5-year-olds
Equipment needs to meet developmental skills
• Physically competent
• Climb well, enjoy trying to go higher
and higher
• Enjoy challenges
• Roll / Catch balls
• Skip on alternating feet
• Begin riding two-wheel bike
• Balancing
• Hop on 1 foot
• Walk backwards, toe-heel
• Jump forward 10 times without falling
• Turns somersault
• Climbing and sliding structures that provide
challenge for increasing skills
• Bikes and paths to ride on and explore
• Water and sand play equipment
• Art studios
• Structures or materials for imaginative play
• Loose parts to enhance play
• Natural features to experience seasons
• Places to run, play ball, games, and balance
• Wheel vehicles to pull or push
• Balls
• Walking board
• Crawl through equipment
• Toys for digging
Outdoor Environmental Design and Safety Regulations
The playground should not be shared with younger or older children at time of play.
The outdoor play environment should include:
• Equipment that is age and developmentally appropriate
• Be located in clearly defined space with semiprivate areas where children can play alone or with a friend
• An area for children to have large motor experiences such as running, climbing, balancing, riding, or swinging.
• Activities such as dramatic play, block building, manipulative play, or art activities.
• A natural environment to explore, including a variety of natural and manufactured surfaces and areas with
natural materials such as nonpoisonous plants, shrubs, and trees.
• Adaptations so children with disabilities can fully participate in the outdoor curriculum and activities.
• Outdoor play areas on the premises shall be enclosed by a fence or wall at least four feet in height. The
fence or wall shall be free from sharp protruding edges.
• Secured gates and arranged so that staff can supervise children by sight and sound.
• A minimum of 60 square feet of outside play space for each child this should be for all 18 children at one time
• Sandboxes are allowed if they allow for drainage, are covered when not in use, and cleaned of foreign matter on
a regular basis. Staff must replace sand as often as necessary to keep the sand clean and free of debris.
• Concrete or asphalt shall not be used under outdoor playground equipment, with the exception of wheel toys.
• The outdoor play area shall be well-drained.
• Tripping hazards should be removed
• Playground equipment which is not designed to be portable shall be securely anchored so that it
cannot be tipped over by an adult or child.
• The outdoor play area protects children from injury from falls (resilient surfacing should extend
six feet beyond the limits of stationary equipment).
• Wooden equipment needs to be checked for sharp areas and splintering wood that could cause cuts or splinters
• Metal pieces of equipment should be checked for rust, if rust is visible it must be removed immediately.
• All broken toys and equipment must be removed and replaced immediately
First Class Pre-K Program Guidelines | Appendix R
Appendix R
Appendix R: Help Me Grow Universal Resource Form
First Class Pre-K Program Guidelines | Appendix S
Appendix S
Appendix S: Director Guidelines for Pre-Registration
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix S
Appendix S
First Class Pre-K Program Guidelines | Appendix T
Appendix T
Appendix T: Electronic Forms
First Class Pre-K Laserfiche forms are available at laserfiche.alabama.gov/forms
1. Auxiliary Teacher Waiver Request
Description: Application for credential requirements for an Auxiliary Teacher to be
temporarily waived to allow time for the teacher to acquire the required
credentials/certifications.
2. Behavior Support Request
Description: Submit information about a child in First Class Pre-K with challenging
behaviors to request help from the CONNECT team.
3. Classroom Relocation Application
Description: Request approval to relocate a current OSR First Class Pre-K classroom to a
new location.
4. First Class Pre-K Site Details
Description: Program Director provides beginning of school year information related to
program schedule, curriculum, and accreditation.
5. First 5 Consultation Project Parental Consent for IECMHC Services
Description: To be submitted by Parent/Guardian giving consent for First 5 Consultation
Project IECMHC Services.
6. First 5 Consultation Project Parental Consent Revocation
Description: To be submitted by Parent/Guardian revoking consent for First 5
Consultation Project IECMHC Services.
7. First 5 Consultation Project Request for IECMHC Services
Description: A formal request for First 5 Consultation Project IECMHC Services on behalf
of a qualifying child.
8. Incident Report Form
Description: To report serious accidents, injuries, medical situations, or behavior
incidents. Incidents involving a crime or traffic incident should be reported directly to the
police. If possible, the report should be completed within 24 hours of the event. For
extreme incidents, contact your Region Director immediately.
9. Increase in Enrollment Waiver Application
Description: Program Director request permission for a waiver to increase classroom
enrollment.
10. Lead Teacher Waiver Request
Description: Application for credential requirements for a Lead Teacher to be temporarily
waived to allow time for the teacher to acquire the required credentials/certifications.
11. Modified Schedule Request
Description: Requests permission to modify a child’s schedule for attending First Class Pre-K.
First Class Pre-K Program Guidelines | Appendix T
Appendix T
12. Permission to Purchase
Description: Requests permission to spend OSR funds for purchases over $300, as required by
First Class Pre-K Program Guidelines.
13. Personnel Profile Form
Description: Collects First Class Pre-K personnel information for grant reporting and the
creation and maintenance of accounts, usernames, passwords, and records in programs
associated with the Alabama Department of Early Childhood Education.
14. Reduction in Enrollment Waiver Application
Description: Region Director submits a recommendation to OSR Director regarding a
program’s request for a Reduction in Enrollment Waiver, and OSR Director provides ruling on
request to RD to be communicated to program director.
15. Spending Plan
Description: Report expenditures of OSR funds (other than those designated for salaries and
benefits) remaining after May 31. Submit by June 15. Funds must be spent no later than
September 30.
16. Student Change Report
Description: Report a status change related to a First Class Pre-K student including new
enrollment, withdrawal, name change, modified attendance, or IEP referral/results.
17. Teacher Credential Verification Form
Description: Lead and Auxiliary Teachers submit information allowing the department to
verify teaching credentials and certifications.
First Class Pre-K Program Guidelines | Appendix U
Appendix U
Appendix U: ADECE Teacher Self-Directed Professional Development Process
First Class Pre-K Program Guidelines | Appendix V
Appendix V
Appendix V: Suggested Virtual Professional Development Experiences
CLASS/Teachstone Recorded Webinars
Managing Challenging Behaviors with CLASS - Teachstone experts weigh in on their own
experiences from the classrooms and provide specific strategies you can use to manage those
behaviors with CLASS.
Setting Up Your Classroom for Success
*All FCPK and P-3 teachers with a myTeachstone account will receive a PD certificate of credit hours
for the work they have completed in the 2019-2020 school year after May 15, 2020.
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Inclusion Webinars
Explore these webinars about inclusion issues related to children with disabilities or suspected delays
Supporting Children with Disabilities Who Are Also Dual Language Learners
Preventing and Addressing Behaviors That Challenge Us
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Conscious Discipline
*Premium access is required for the programs below and may be purchased through Conscious
Discipline
Understanding Trauma: Reaching and Teaching Children with Trauma
2018 Breakout Session: Compassion in Action – We Care Center & Kindness Tree
2018 Breakout Session: Conflict Resolution – Teaching Social Skills (Ages 0-3)
2018 Breakout Session: Conflict Resolution – Time Machine & Class Meetings with Young Children
(Pre-K-Grade 2)
2018 Breakout Session: Conscious Discipline with Exceptional Children
2018 Breakout Session: Creating a Safe Place to Practice Self-Regulation
2018 Breakout Session: Creating a School Family Culture with Staff
2018 Breakout Session: Let’s Celebrate! Celebration Center & School Family Assemblies
2018 Breakout Session: Meaningful Jobs for Everyone
2018 Breakout Session: Partnering with Families for Success
2018 Breakout Session: Picture This! Visuals That Boost Safety and Connection for Infants and
Toddlers
First Class Pre-K Program Guidelines | Appendix V
Appendix V
2018 Breakout Session: Picture This! Visuals That Boost Safety and Connection for Young Children
2018 Breakout Session: Start Your Day the Brain Smart Way
2018 Breakout Session: Using Conscious Discipline to Integrate Social-Emotional Learning and
Academics (Administrators)
2018 Breakout Session: Weaving Rituals Throughout the Fabric of the Day (Pre-K-Grade 2)
2018 Keynote: Closing Session
2018 Keynote: Consequences vs. Punishments and Rewards
2018 Keynote: It Starts in the Heart – Creating a School Family from the Inside Out
2018 Keynote: Planting Seeds of Love in Hurting Hearts
2018 Keynote: Starting the Year with Shared Power
2019 Breakout Session: Coaching – What Happens After the Professional Development (PD)
2019 Breakout Session: Creating a Safe Place – Teaching Self-Regulation
2019 Breakout Session: District-Wide Transformational Planning
2019 Keynote: Healing Hurting Hearts – Trauma-Informed Strategies to Transform Behaviors
2019 Keynote: Let’s Do It – Starting the Year Off Brain Smart
2019 Keynote: Noticing – Mindfulness at the Heart of Conscious Discipline
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Cox Campus
The Power of Language
Meaningful Conversations
Transforming Story Time
Building Word Knowledge
Foundations of Learning to Read
Sharing Ideas Through Writing
Tie it All Together
Infant and Toddler Courses
Power of Language for Infants & Toddlers
Talk With Me
Talk With Me Baby
Read With Me: Part 1
Read With Me: Part 2
First Class Pre-K Program Guidelines | Appendix V
Appendix V
Rhyme With Me
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Head Start Early Childhood Learning and Knowledge Center Website
Teachers' Choice! Digging Deeper into Challenging Behavior: Part 1
Teachers' Choice! Digging Deeper into Challenging Behavior: Part 2
Help Me Make a Strong Start! Strategies for Successful Kindergarten Transitions
Click, Zoom, Buzz: Adding STEAM to Everyday Activities
Take It Outside! Adventures in Nature with STEAM
Preschool Math Ideas: Hiding in Plain Sight
Art and Storybooks: Ideas from STEAM
Learning by Building: Engineering for Preschool Children
Beyond Sink and Float: Science for Preschool Children
More than Fun and Games: Digital Technologies and Children's Learning
Click, Zoom, Buzz: Adding STEAM to Everyday Activities
It's a Big Problem! Teaching Children Problem-Solving Skills
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Devereux-Center for Resilient Children
Trauma-Sensitive Practices for a Positive, Thriving Classroom
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Early Childhood Investigations Webinars
Using Mindfulness with Children of All Abilities to Keep Connections Strong by Dr. Kristie Pretti-
Frontczak
Understanding the Impact of Trauma on Behavior by Barbara Kaiser
Executive Function and Language Development: Unpacking the Science and Exploring New
Findings by Lisa Guernsey
First Class Pre-K Program Guidelines | Appendix V
Appendix V
Moving Beyond Multicultural Education: Promoting Equity in Early Childhood Education by Jen
Neitzel and Ebonyse Mead
Build a Culture of Family Engagement Through Responsive Communication by Mary Muhs
Skip, Turn, & Hop Into Teaching ECE Math and Language Arts through Movement by Connie
Bergstein Dow, MFA
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GOLD
Read It Once, Read it Twice, Read It Once Again
Language, Literacy, Lounging, Laughing: Rethink the Library
Move Beyond the Storybook: Make Informational and Nonfiction Texts Meaningful for Young
Children
Invisible Assessment: Capturing the Moments that Matter without Disrupting Learning
Fidelity in the Preschool Classroom: Best Practices in Action
First Class Pre-K Program Guidelines |Appendix W
Appendix W
Appendix W: Alabama Transition to Kindergarten Toolkit
Click here to access the toolkit which includes:
INTRODUCING ALABAMA’S TRANSITION
TO KINDERGARTEN TOOLKIT
SECTION 1 – Introductory Letter from Alabama
State Agency Leaders
SECTION 2 – Enhancing School Readiness and
the Transition to Kindergarten in Alabama
DEVELOPING A TRANSITION TO
KINDERGARTEN PLAN
SECTION 3 – Transition to Kindergarten:
Collaboration, Connections, and Six Steps
to Success
SECTION 4 – Transition Activity Ideas by
Connection
SECTION 5 – Transition to Kindergarten
Planning Template
COMMUNITY COLLABORATION
AROUND THE TRANSITION TO
KINDERGARTEN
SECTION 6 – Four Strategies for Getting
the First 10 Years of a Child’s Life
Right (Education Week)
SECTION 7 – Transition to Kindergarten:
Why it Matters and How to
Promote Success
SECTION 8 – Family Engagement in the
Transition to Kindergarten
SECTION 9 – Integrating Attendance into
the Transition to Kindergarten
ESSENTIAL ALABAMA TRANSITION TO KINDERGARTEN RESOURCES
SECTION 10 – Combining Funds to Support Prekindergarten Programs
SECTION 11 – Transition to Kindergarten for Students with Disabilities
SECTION 12 – Social-Emotional Learning, Mental Health, and the Transition to Kindergarten
SECTION 13 – Strategies to Serve All Children
SECTION 14 – A Family Child Care Resources
SECTION 15 – Sample Transition to Kindergarten Child Information Form