Category: Archive
Liberty seeking Request for Proposals for UPK
Liberty Central School District is seeking for request for proposal for its Universal Pre-Kindergarten program. Below and at this link are the request for proposals, outlining details of the program:
Request for Proposal of #UPK2026-2027
For universal Pre-K Kindergarten services 2026-27
Proposal Due Date: Friday, March 27, 2026, 2 p.m.
Proposals must be received no later than the above due date and time. Late submissions will not be considered. There is no expressed or implied obligation for the District to reimburse responding firm or individual for any expenses incurred in preparing proposals in response to this request. Questions regarding this Request for Proposals must be submitted in writing no later than March 27, 2026 to: Dr. Derek Adams, Assistant Superintendent: dadams@libertyk12.org.
To be considered, three copies of a proposal must be received by 2:00 PM March 27, 2026. These copies should be sent to Liberty Central School, Attn: Dr. Derek Adams, Assistant Superintendent of Schools, 115 Buckley Street, Liberty, NY 12754
RFP Timeline:
- RFP Release Date: March 9, 2026
- Deadline for Questions: March 20, 2026
- Proposal Submission Deadline: March 27, 2026
- Evaluation Period: April 6, 2026-April 24, 2026
- Site Visit(s): April 13, 2026-April 17, 2026
- Board Approval: May 5, 2026
RFP Evaluation Criteria and Rubric:
Upon review of the proposals submitted the district will evaluate each of the proposals using a rubric to determine the successful proposal. Proposals will be evaluated based on the following criteria:
- Program Capacity and Experience: 30%
- Staffing Qualifications and Performance: 20%
- Curriculum and Instruction: 20%
- Fiscal and Administrative Management: 15%
- Family Engagement and Support: 10%
- Health and Well-being: 5%
Awards Notification:
The awards will be announced publicly during a regular meeting of the Liberty Central School District Board of Education. The Liberty Central School District reserves the right to reject any or all proposals submitted. It is the policy of the Liberty Central School District to provide Equal Employment Opportunity.
Request for Proposal of Universal Pre-Kindergarten Program
Section 1: Overview
The Liberty Central School District is seeking proposals from eligible Community-Based Organizations (“CBOs”) to provide Universal Pre-Kindergarten (“UPK”) services. A minimum of one site visit will occur prior to the award, and the process will be competitive, with final awards made public at a board meeting.
Pre-kindergarten Program Details:
- Number of Seats Available: Approximately 33
- Age of Students: Four-year-olds
- Program Type: Full Day
- Per Pupil Reimbursement Rate: $10,000 per pupil when taught by a teacher with a valid New York State early childhood teaching certification, and $7,000 per pupil when taught by a teacher without that specific certification
District Goals and Expectations: The district aims to provide high-quality, developmentally appropriate pre-kindergarten services that support the social, emotional, cognitive, and physical development of all students, including children with disabilities and Emergent Multilingual Learners. Programs should align with district goals for student success and include a focus on family engagement. A one-year contract is contemplated with one or more eligible agencies, subject to annual review and recommendation of the Superintendent of Schools and the Board of Education. The District anticipates that provision of UPK services will commence on or about September 4, 2025.
Section 2: Required Services
The chosen UPK provider will provide UPK services that meet uniform quality standards established by and in accordance with New York State Education Law and Commissioner’s regulations. These include but are not limited to the following:
- UPK Programs must be in session for a minimum of 5 hours per day, five days per week for a minimum of 180 days per school year.
- UPK Programs will serve children eligible to enter Kindergarten in September 2026.
- UPK Programs must implement curricula that are aligned with the State learning standards that ensure continuity with instruction in the early elementary grades and is integrated with the district’s instructional program in kindergarten through grade 12.
- UPK Programs will provide an early literacy and emergent reading instruction based on effective, evidence-based practices.
- UPK Programs will meet the social, cognitive, linguistic, emotional, cultural, and physical needs of the children.
- UPK Programs will provide specially designed instruction/services for students with disabilities.
- UPK Programs will implement strategies for supporting Emergent Multilingual Learners.
- UPK Programs will include and integrate preschool children with disabilities.
- UPK Programs will provide support services.
- UPK Programs will utilize student learning centers.
- UPK Programs will ensure parental involvement.
- UPK Programs will ensure that students with limited English proficiency are provided equal access to the program and opportunities to achieve the same program goals and standards as other participating children.
- UPK Programs will establish and use an assessment process approved by the District that will allow the District to annually monitor and track the UPK Programs.
- UPK Programs will be solely responsible for providing nutritious meals and snacks.
- UPK programs will adhere to all district policies and safety regulations
- UPK programs will facilitate district oversight and reporting.
Section 3: Description of Services to be Provided by the CBO
CBOs must provide a detailed narrative addressing the following:
- Capacity to Serve: Maximum number of students to whom the CBO can provide pre-kindergarten instruction.
- Program Design: Current program design, including how it meets the needs of children with disabilities and Emergent Multilingual Learners.
- Assessment and Effectiveness: Demonstrated effectiveness of the program, using assessments to monitor children’s progress.
- Family Accessibility: How the program is accessible to families, including transportation, communication, and support services.
Section 4: Staffing Qualifications, Patterns Performance, and Professional Learning
CBOs must provide a narrative that includes the following information:
- Teacher Credentials:
- Provide details on the credentials of teachers delivering the UPK program. If teachers are uncertified in the early childhood grades or for students with disabilities in the early childhood grades pursuant to 8 NYCRR Part 80, explain the procedures for supervising them by an on-site certified early childhood education director during the hours that the UPK program is in operation, and for staff to timely obtain the required certification.
- Staff Stability and Turnover:
- Provide data on staff stability, turnover rates, and the ability to fill vacancies promptly.
- Student-Teacher Interactions:
- Describe instruments used to assess the quality of student-teacher interactions and the learning environment.
- Professional Learning:
- Provide information on ongoing professional development for UPK staff, including topics related to instructional needs.
- Staffing Ratios:
- Meet the child-staff ratio as follows:
- Community-Based Organization: 18 students to 1 teacher, and 1 paraprofessional; 19-20 students to 1 teacher and 2 paraprofessionals.
- Meet the child-staff ratio as follows:
Section 5: Oversight and Fiscal Management
CBOs must provide a detailed narrative on the following:
- Budget:
- Provide a comprehensive budget that includes salaries, benefits, materials, food service and indirect costs.
- Fiscal Solvency:
- Describe the fiscal solvency of the organization and its ability to sustain operations.
- Record Management:
- Outline procedures for record management and compliance with state regulations.
- Health and Safety Compliance:
- Provide documentation demonstrating compliance with applicable health and safety codes.
- Non-Charge for Program:
- Ensure no parent/guardian is charged a fee for instructional services, as required by state law.
Section 6: Child Eligibility, Screening, Progress Monitoring and Outcomes
CBOs must provide a detailed narrative addressing:
-
- Eligibility Verification:
- Describe procedures for verifying student age and residency within the district.
- Student Screening:
- Outline current screening practices for all incoming students.
- Progress Monitoring:
- Provide the process for monitoring and assessing student progress, including how this information will be used to inform instruction and engage families.
- Eligibility Verification:
Section 7: Nutrition, Health and Well-Being
CBOs must address the following in the RFP:
- Nutrition and Meals:
- Detail the provision of appropriate and sufficient meals and snacks, which shall be the sole responsibility of the CBO. The District will not provide, pay for, or deliver any food products to the CBO and will not provide any other subsidy or in-kind service for the provision of nutritious meals and snacks for students.
- Confirm that parents will not be charged for meals or snacks, and will not be required or expected to provide meals and snacks.
- Physical Activity:
- Describe the CBO’s strategies for promoting physical activity among children.
Section 8: Learning Environment, Curriculum and Instruction
CBOs should explain the following in the narrative:
- Daily Schedule:
- Provide a balanced daily schedule that includes active and quiet play, indoor and outdoor activities, and both individual and small group activities.
- Include one-third of the day for self-initiated activities.
- Learning Centers:
- Describe how materials and equipment will be arranged in learning centers to promote engagement in both individual and small group activities.
- Curriculum Alignment:
- Explain how the curriculum ensures continuity and smooth transition from UPK to the district’s Pre-kindergarten to Grade 3 curriculum.
Section 9: Family Engagement and Support
CBOs must provide a detailed narrative addressing:
- Support Services:
- Describe how support services (e.g., social, nutritional, health) will be coordinated to help children participate fully in the program.
- Family Involvement:
- Detail how family involvement will be encouraged, including opportunities for engagement in the learning process.
Respectfully submitted,
Name of Firm
By:
Authorized Signature
Printed/Typed Name
Title
Dated
Sworn to before me this _____________________ day of ___________________ 2023
_______________________________
Notary Public
Apendix A
INSURANCE REQUIREMENTS:
- Prior to any cancellation of, or material change in the policies certified to on this certificate, 30 days written notice, by certified mail, return receipt requested, shall be sent to the Business Office, prior to the effective date of such change or cancellation.
- Each certificate shall include Liberty Central School District as “Additional Insured”.
- Workmen’s Compensation and Employers Liability Insurance – Statutory Workmen’s Compensation and Employers Liability insurance coverage as required by the State Law in which the project site is located, and in the state in which the contractor is domicile, and licensed to do business, and for all of his employees to be engaged in work on the project under this contract, and in case such work is sublet, the Contractor shall require the subcontractor similarly to provide Workmen’s Compensation and Employer’s Liability insurance for all of the latter employees to be engaged in such work. The policy shall contain the New York Amendatory Endorsement for Part II.
- Commercial General Liability Insurance including Premise/Operations, Independent Contractors, Products and completed Operations, Broad Form Property Damage, Broad From Liability endorsement and blanket coverage for the underground hazards; X (explosion) C (collapse) U (underground). Minimum limit: $1,000,000.00
- Umbrella Liability. Limit $1,000,000.00 per occurrence and $1,000,000.00 aggregate coverage excess over Underlying Commercial General Liability, Automobile Liability, and Employers’ Liability Policies.
Lesson Structure Study sharpening teaching at LES
Liberty Elementary teachers are deepening collaboration and improving student learning through Lesson Structure Study.
LSS is a collaborative lesson building process created by Assistant Principal Paul Voigtland, piloted last year by the math department, that allows teachers to examine how lessons are taught and adjust them to better meet the needs of students.
“While there has always been a culture of collaboration in this building, this process is focused and intentional,” Mr. Voigtland said.
Identifying a need for change
At Liberty, math facilitators and administrators identified a valuable opportunity to evolve classroom dynamics from teacher-led instruction toward more hands-on, student-centered learning.
That is what led to the implementation of LSS.
“I wanted to help my grade level find a way to work through the curriculum in a meaningful and effective way,” said fourth-grade teacher Nicolina Shormis
A five-step process
LSS is modeled after an Action Research Iterative Cycle, which has five steps:
- Set goals
- Plan a lesson;
- Teach and observe the lesson while collecting data
- Debrief with discussion, revise and refine
- Reteach.
The focus isn’t on the materials of the lesson, but its structure, Mr. Voigtland said, which will ultimately give teachers strategies that can be repurposed to other topics or subjects.
The cycle is done three times. At the end of the third cycle, the teacher team will make any final changes and prepare to share their findings with their colleagues, through staff meeting presentations or classroom visits.
Shifting the focusing to students
A feature of LSS is that observations center on the students, not the teachers.. Each observer is assigned one student to see how the student engages with the lesson then interviews the student to get feedback. Those observations and interviews guide revisions during the debrief.
“It gives me a better understanding of different aspects of the curriculum and I value the feedback from students to make changes based on the interviews,” said Math AIS teacher Analey Stratton.
Collaboration and empowerment
Collaborating as equals is key.
“When teachers meet to plan or debrief, one of the protocols is that they are all equals regardless of status or years of teaching” Mr. Voigtland said. “So even when there are administrators in the meeting or teachers who have been teaching for 20 years vs. one year, they all are on equal footing. This creates a safe space for collaboration and the best ideas to come forward.”
Much of the work is completed during common planning time and during Professional Learning Community meetings.
“If teachers are given the time, space, structure and latitude to collaborate they will come up with effective ways to enhance student achievement,” Mr. Voigtland said
A culture of trial, error and growth
LSS is a complement to traditional workshops and professional development days by creating a space to experiment. Sometimes ideas that teachers think will work on paper, don’t work in practice.
“It’s OK if it doesn’t work, but it will help us work it out in the end,” Math AIS teacher Alicia Houghtaling said.
“It gives us space to fail forward,” Mr. Voigtland added.
Expanding LSS at Liberty Elementary
This year, LSS has expanded to three cohorts. While administration still helps facilitate, the long-term goal is for the process to be fully teacher-led and teacher-driven..
Teachers choose the topics they want to study because they know where improvement is most needed.
Echoing Habit 7 of the Leader in Me Program—“Sharpen the Saw”— Mr. Voigtland said LSS is helping teachers grow and take ownership of their professional learning
Students, too, feel more ownership.
“When students are given the opportunity, they are capable and able to be in charge of their own learning,” Math AIS teacher Jennifer Eisenberg said.
Early impact and teacher response
While LSS is still new at Liberty Elementary, teachers are already seeing a positive impact.
“Students are more engaged in the learning,” fourth-grade teacher Jenna Genco said. “They are more open to talk during the Spark your Learning section of math and help each other.”
Several teachers who are not in the cohorts have also implemented some of the practices discovered during LSS into their instruction.
“We are continuing to try to improve,” Mr. Voigtland said. “It’s only going to lead to improvement in the long run.”
Library to host show of LHS photographers’ works
The photography of Liberty High School students will be featured at “It’s Time…” at the Liberty Public Library.
The show will open Wednesday, Jan. 28, with a reception from 4 to 6 p.m. and an artists’ talk at 5 p.m.
The LHS photography students will share their collected adventures through their lenses during the show and the artists’ talk..
Students participating in the show and the talk are:
- Carlos Garzon Cruz, Photo 2 AP/SUNY Sullivan
- Misael Juarez Perez, Photo 2 AP/SUNY Sullivan, Individual Arts Assessment Pathway Certification candidate
- Allison Vasko, Photo 2 AP/SUNY Sullivan
- Lucio Ponce Vazquez, Photo 2, National Art Honor Society
- Guiliana Wanger, Photo 2 AP/SUNY Sullivan, National Art Honor Society, Individual Arts Assessment Pathway Certification Candidate
- Sebastian Yupanqui, Photo 2 AP/SUNY Sullivan, National Art Honor Society treasurer, Individual Arts Assessment Pathway Certification Candidate
Each student will talk about their work as well as one photo from a Photo 1 student. Photo 1 students in the show are Amy Szuba, Kelsey Hopkins, Shirley Cando, Emma Stonick, Kortney Perry, NAHS Secretary Cassandra Porter, Valeria Cruz, Evelin Molina Ax and Janelis Flores.
Light refreshments will be provided by the Friends of the Library during the reception. The show will remain on display at the Liberty Public Library, at 189 N. Main St. in Liberty, through March.
Breakfast raises funds for book vending machine at LMS
On Nov. 16, student leaders, Interact Club members, Liberty Rotarians, the Liberty Middle School Building Leadership Team, the LMS Lighthouse Team, and community volunteers partnered to host a community pancake breakfast fundraiser at the Liberty Firehouse. The event raised funds for a new book vending machine that will promote literacy, reward positive behavior and inspire a love of reading among Liberty Middle School students.
Adults—including Liberty Rotarians, LMS staff, and parent volunteers—worked closely with students throughout the event. Adults prepared the food and worked in the kitchen, while students served food and drinks, greeted guests and cleared tables. LMS students also performed during the breakfast, creating a warm and welcoming ambience for guests. This collaboration provided students with meaningful leadership and performance opportunities while contributing to a successful community event. The LMS BLT and Lighthouse Team also played a key role in planning, organizing communications, and coordinating schoolwide support for the project.
Local business partnerships and donations
Local businesses and community members generously supported the event through sponsorships and donations. Donors included:
- ShopRite of Liberty
- Stewart’s of Fallsburg
- Newburg Egg Processing
- Muthig Farm
- McDonald’s of Liberty
- Star Bar & Grill
- Liberty Rotarians
In return, sponsors received public recognition through school communications and at the future vending machine location. The community response was outstanding:
- 16 Literacy Leader Sponsors – $150
- 12 Chapter Champion Sponsors – $100
- 10 Page Turner Sponsors – $50
Event Participation
The breakfast saw strong community engagement:
- 252 community guests attended
- 35 student volunteers
- 34 adult volunteers
Thanks to the combined efforts of students, staff, Liberty Rotarians, community volunteers, the BLT, and the Lighthouse Team, the fundraiser was a tremendous success and moved us significantly closer to bringing a book vending machine to Liberty Middle School.
A message from the superintendent (video)
Please see the following video message from LCSD Superintendent Dr. Patrick Sullivan:
LCSD to offer free breakfast and lunch in 2025-26
Dear Parent or Guardian:
We are pleased to announce that all students enrolled at Liberty Central School District will be able to receive a FREE breakfast and lunch meal at school beginning on Sept. 4, 2025.
This implementation is a result of the United States Department of Agriculture (USDA) expanding access to the federal Community Eligibility Provision (CEP). CEP allows eligible schools participating in the National School Lunch and School Breakfast Programs to offer school meals at no charge to all students.
What does this mean for your child(ren) attending Liberty? Effective Sept. 4, 2025, all students enrolled at Liberty Central School District will receive meals at no cost to your household. No further action is required of you.
If you have any further questions, please contact us at 845-292-5400.
Sincerely,
Dawn Parsons, SNS
FS Director
In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.
Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.
To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online at: https://www.usda.gov/sites/default/files/documents/ad-3027.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:
mail:
U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410; or
fax:
(833) 256-1665 or (202) 690-7442; or
email:
Program.Intake@usda.gov
This institution is an equal opportunity provider.
Liberty BOE recognizes Music in our Schools month
The Liberty Central School District Board of Education recognized March as Music in our Schools month, by adopting a resolution at the Feb. 25 board meeting.
Music is a vital part of the educational process and Liberty hosts a robust program, being named a Best Community for Music Education for several years running. From elementary music classes to the district’s honors ensembles, music touches the lives of all students at some point in their years at school. Liberty is also proud to host the Liberty Jazz Festival, which brings together student musicians from across the county together to learn from an expert in the field, among numerous other concerts and activities.
Hundreds see All Things Liberty has to offer at winter festival
The Liberty High School gymnasium lobby and surrounding hallways were packed Saturday, Feb. 24, with vendors, informational booths and games to bring the community together for the inaugural All Things Liberty Winter Festival.
Hundreds of students, parents and guardians, as well as community members, flocked to the event, where they could play carnival-type games, sing karaoke, learn about programs and activities in the district and get information about 15 local programs and organizations. Attendees also were able to purchase wares from nearly a dozen craft vendors
“I am bursting with pride to be a part of such an extraordinary community,” said Community Schools Coordinator Stacy Feasel, who organized the event. “Our exceptional teachers and staff demonstrated unwavering dedication, with many devoting not only their time on Saturday but also months of meticulous planning and organization.”
Dozens of student volunteers took part as well.
“Our student volunteers were simply outstanding, taking ownership of their roles and offering assistance wherever needed,” Feasel added.
More than $400 in monetary and food contributions benefited the Snack Pack Program, which provides meals to families in need over weekends and breaks.
The All Things Liberty Winter Festival supports the district’s five-year strategic plan pillar of culture.
“We are proud to be able to showcase what makes Liberty — the school and community — a great place in which to learn and live,” Superintendent Dr. Patrick Sullivan said.
More photos from the event can be found on the LCSD Facebook page and LCSD Instagram page.
Faculty, staff learn on students’ day off
Liberty Central School students didn’t have to answer the morning bell Friday, Feb. 16, but that was not the case for the faculty and staff.
It was a conference day full of learning and working to improve faculty and staff skills and knowledge to enhance their students’ classroom experience.
“It is important to offer time for our teachers to become students by offering vital professional development opportunities,” Superintendent Dr. Patrick Sullivan said.
The day started in the high school cafeteria with breakfast for all district staff.
Faculty and staff then broke into professional development sessions based on school or job description.
Elementary and middle school teachers started by working on their curriculum maps, which outlines the expectations and standards for each subject and grade level.
At that time, high school staff took part in a workshop with education consultant MaryAnn Brittingham, who focused on working with students who have an “I don’t care” attitude, explaining what is behind it and providing strategies to approach these students with a different mindset
Middle school staff was next for Brittingham, who addressed problems with students whose difficult home lives may impact their behavior in school. She explained methods to de-escalate situations and discussed: “What is under anger?” “Window of tolerance” and “The 3 R’s to assist in de-escalation.”
After lunch, Brittingham then spoke to elementary staff on understanding and handling attention-seeking and manipulative behaviors among students. “Utilizing and Documenting Tier 2 Behavior Interventions in the Classroom; Put the Game on the Table” aimed to help staff decipher the underlying needs behind such behavior and find ways to address them.
Brittingham finished the day working with middle school administration and student services staff on implementation of strategies and accountability measures.
Other professional development opportunities included training for new substitutes, teacher assistants and aides, strategies for English Language Learners classrooms, using the DESSA/Aperture social and emotional screener, working with education consultants PLC Associates on Explicit Direct Instruction methods for giving transparent learning targets, breaking down complex concepts and setting up clear instructions for learning and more.
LCSD holds regular conference days to offer faculty and staff professional development in support of the five-year strategic plan. The sessions cover all pillars of the plan — curriculum, coherence, culture and MTSS, or Multi-Tier System of Supports.
LES students complete winter reading challenge at Liberty Library
Ten Liberty Elementary Students completed the Winter Reading Challenge at the Liberty Library and earned their tickets to make a “Build a Buddy,” a stuffed polar bear, on Feb. 3.
To complete the challenge, students had to read 20 picture books by themselves or with a grown-up’s help, or read four chapter books by themselves between Dec. 18 and Jan. 31.
Congratulations to Athena Dailey, Parker Gissentaner, Kyra Magie, Anastasia Honcharenko, Sevyn Straker, Nova Keating, Lillian Keating, Emily Marques, Jayden Thomas and James Crandall.