MCSD Universal Pre-Kindergarten

The Marlboro Central School District Prekindergarten Program offers 4-year-old children the opportunity to access an educational environment that is learner-centered and promotes the use of early literacy and emergent reading instruction based on effective, evidence-based practices. In alignment with New York State Prekindergarten Learning Standards, the program curricula promote balanced support between the development of early childhood social, emotional, motor and cognitive skills.

The lottery drawing was held Wednesday, March 19, 2025.

Contact the office if you would like to be placed on the waiting list for the 2025-2026 school year.

The application for Marlboro CSD Universal Pre-Kindergarten for the 2026-2027 school year will be available in January.

Kindergarten Transition Tips for Families

Orange County Dept. of Health July Newsletter - Children and Youth with Special Health Care Needs

The district offers a full-day UPK Program through local collaborating agencies (UPK Providers). UPK Providers are chosen based upon review of their proposals. The proposals are measured by the competitive process set forth by the Commissioners’ regulations 151-1.1 – 1.7. 

• Promote literacy through the use of evidence-based practices

• Promote positive emotional, social, and cognitive skills through collaboration between school and parents

• Provide learner-centered activities to promote children’s growth and development

• Provide a balance between teacher-initiated and child-initiated learning activities in order to encourage student self-confidence and independence

• Provide a balance of individual and small group activities for the children

• Provide activities that support parent participation in their child’s educational plan

• Design an assessment process that determines the developmental baseline and progress of all children

• Provide a nutritional snack to all of the children every day

• Provide support services to children and their families that are necessary to support the child’s transition and participation in the Prekindergarten Program

• Promote differentiated instruction to meet the learning styles of the children

• Maximize the integration of preschool children with disabilities

• Provide equal program access to participating children with limited English proficiency