Administrators for the Locust Valley Central School District presented an update Tuesday on the district’s universal pre‑kindergarten (UPK) program, describing a play‑based curriculum, greater coordination with kindergarten teachers and dedicated playground space at building sites.

Patrick DiClemente, identified in the meeting as the high‑school principal, thanked community groups for three donations on the consent agenda and introduced the UPK update. Administrators Kurt Simon and a staff member identified as Mr. Cohen described the program as rooted in play‑based units of study and focused on social‑emotional learning, school‑readiness routines and continuity with kindergarten through second grade.

Administrators showed that pre‑K classrooms use morning meeting routines, "bins of exploration" to encourage cooperative play, and classroom artifacts such as anchor charts and vocabulary at students’ eye level to foster independence. The staff said teachers and teacher aides jointly support classroom learning; the presentation singled out teaching assistants for their contributions.

On scheduling and specials, administrators said UPK students have scheduled weekly access to art and to gym time; they currently have consultative access to music, library and physical‑education staff and the district is exploring models to increase direct time with specials. The board discussed returning the issue to the curriculum committee to evaluate benefits and tradeoffs of different scheduling models.

Outdoor space: Administrators reported that, with board support and facilities work, pre‑K students now use a dedicated playground area equipped with turf and age‑appropriate equipment. The presentation described daily outdoor play and natural areas the staff call a "magic forest" used for learning and play. Administrators said the dedicated space addresses earlier safety and equipment concerns.

Family engagement and transitions: The UPK team said the student learning year begins with spring orientations and an August meet‑and‑greet, and that pre‑K teachers provide late‑spring articulation notes to kindergarten teachers to support transitions. The presentation highlighted family events, mid‑year celebrations and end‑of‑year performances to engage families.

Anecdotes and student voice: Administrators concluded the presentation with short statements from kindergarteners who attended UPK. One kindergartner at AMP said, "My favorite thing about pre‑K last year was playing on the playground with my friends." Another kindergartner told presenters children should attend pre‑K because "it's the greatest class in the world, because the teachers are nice, and so are your friends." The board thanked presenters and asked follow‑up questions about outdoor space and specials scheduling.

Next steps: Board members asked administrators to present a fuller analysis of scheduling models and the tradeoffs of expanding direct specials time into UPK at a future curriculum committee meeting. Administrators said they will bring data and recommendations for committee review; no formal board action was taken on the presentation.