Nevada Ready! State Pre-K


On December 10, 2014 Governor Brian Sandoval and Superintendent of Public Instruction Dale Erquiaga announced that Nevada was selected as an award recipient of the U.S. Department of Education and U.S. Department of Health and Human Services Preschool Development Grants program. The first year grant allotment is over $6.4 million with a potential allotment over the next four years exceeding $43 million. With the allotment awarded, Nevada will support the improvement and expansion of full day Pre-Kindergarten (Pre-K) slots in high quality early learning programs across the state, while providing critical wraparound supports for vulnerable families.

The 80th legislative session resulted in passage of SB84 which outlines program requirements for the now State-funded pre-K program, Nevada Ready! State Pre-K. This program follows the quality standards established through the Preschool Development Grant.

    Needs Assessment

    The PDG B-5 2019 Nevada Needs Assessment explores the resources and gaps in the Early Childhood Care and Education (ECCE) system that serves infants, toddlers and their families in the 17 urban and rural counties of Nevada. It also provides insights and recommendations tightly aligned with the three goals of the Nevada Early Childhood Advisory Council (NECAC) Strategic Plan 2018-2021: Provide Excellent Early Learning Systems; Ensure Strong Family Partnerships; and Support Child and Family Health. This needs assessment was produced in partnership between the Nevada Department of Education Office of Early Learning and Development, Nevada Institute for Children’s Research and Policy (NICRP), and the NECAC.

    This publication was made possible by Grant Number 90TP0025-01-00 from the Office of Child Care, Administration for Children and Families, U.S. Department of Health and Human Services. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Office of Child Care, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

    Program Requirements

    Throughout the development of the High-Quality Pre-K Program, it has been determined, either through legislation or best practice and research, that certain components are necessary and required for effective outcomes for our children.

    Required Elements


    Required Program Elements

    Teacher Qualifications

    Each Early Childhood Education (ECE)/Pre-K teacher responsible for providing direct instruction to early childhood students must fulfill the licensure requirements for teaching the Pre-K population, including an Early Childhood teacher’s license (requiring a Bachelor’s in education) or an ECE endorsement on a teacher’s license and must be paid a salary comparable to K-12 instructional staff.


    Children enrolled in the program must be 4 years old by September 30 and families determined to be income eligible below 200% of poverty level


    All programs must provide a minimum of 5 hours per day or 25 hours per week of Pre-K class time and follow the attendance policy of the local school board.


    Programs must utilize the Nevada Pre-K Content Standards, revised and adopted by the Nevada State Board of Education.  Programs must implement developmentally appropriate, research-based curriculum and participate in the birth to third grade continuum alignment.

    Class Size/Ratio

    Class sizes and child/staff ratios must not exceed the following:

    Classrooms will have no more than 20 children with 2 adults.

    The referenced 2 adults will be

    1) An appropriately certified and licensed teacher, and

    2) An appropriately certified teaching assistant.


    Programs must participate in the annual and longitudinal statewide program evaluation system. This includes using outcome indicators described in the Early Learning Development Standards (ELDS) and reporting required data to the Pre-K education evaluator and the Nevada Department of Education.

    Program quality will also be assessed by a valid and reliable assessor using the Early Childhood Environment Rating Scale, Third Edition (ECERS-3) and the Classroom Assessment Scoring System (CLASS).

    Programs must comply with health and safety standards.

    Parent Involvement

    Parental involvement must be evaluated in conjunction with the Pre-K program. Longitudinal data to determine effectiveness of parental involvement will be used for program improvement. 

    Comprehensive Services

    Programs must demonstrate coordination with existing community services through collaborative and cooperative efforts.


    The percentage of eligible children with disabilities served is not less than either the percentage of four-year-old children served statewide through part B, section 619 of IDEA, or the current national average, whichever is greater, and is no more than 49% per classroom. Individualized accommodations and supports ensure access and participation for all children.

    Equal Access

    Each child applicant will have equal access to the same extent as other children, (e.g. homeless, foster, military, tribal) even for those lacking initial enrollment documents.