Page 1

St. Joseph School District

Early Childhood


Early Childhood Department Mission Goals

$ To  provide  a  safe,  supportive,  and  nurturing  environment  by   encouraging  and  responding  to  children's  natural  interests.  

$ To  support  each  child's  individual  stage  of  development  by   providing  a  balance  of  purposeful  play  and  teacher-­‐guided   activities  based  on  on-­‐going  assessments.    

$ To  engage  children  in  the  experiences  necessary  to  construct  their   own  knowledge  and  prepare  them  for  their  next  school  experience.    

$ To  recognize  parents  as  the  principal  influences  on  their  child's   education  and  development  by  providing  opportunities  that   reinforce  the  parent’s  role  as  an  educator.  

Eligibility Requirements for Preschool

Title I  programming:    The  SJSD  determines  children  eligible  for  Title  I   programming    by  identifying  preschool  children  most  at  risk  of  failing  to   meet  the  State’s  academic  achievement  standards  based  on  multiple,   educationally-­‐related,  objective  criteria,  such  as  developmentally   appropriate  measures  of  child  development,  teacher  judgment,  and   interviews  with  parents.  Children  must  be  four  (4)  years  of  age  before   August  1  to  qualify  for  Title  1  Preschool.         Half  Day   Transportation  not  provided     Special  Education  programming:  Young  students  who  have  identified   developmental  delays  may  be  eligible  to  attend  classes  that  provide   early  childhood  special  education.  Servicing  children  ages  3  through  pre-­‐ kindergarten  age  that  demonstrate  a  need  for  individualized   educational  programs.   Half  Day  or  Full  Day  

Transportation may  be  provided  

Peer Model  programming:  A  play  pal  is  a  child  that  is  at  least  3  years  of   age  and  has  demonstrated  advanced  abilities  in  the  areas  of  language   and  age  appropriate  socialization  skills.      These  students  serve  as  a  peer   models  for  students  with  disabilities.   Half  Day  

Transportation may  be  provided  

    A  birth  certificate  or  other  approved  legal  document,  giving  proof  of  the   child’s  birthdate,  must  be  presented  at  registration.     Children  must  be  immunized  according  to  state  regulations  before  the   first  day  of  school  or  attendance  will  not  be  permitted.  

School Coleman ELC Enright Center Hosea Humboldt Lake Contrary Lindbergh Oak Grove Skaith Truman Totals

Title availability

ECSE availability

Peer Model availability

36 60 36 48 36 0 24 36 36 12

4 30 4 16 9 22 26 68 4 12

0 4 0 0 0 0 4 4 0 0




The Value of Play Play promotes...   literacy  and  language  development  as  children:   $   use  communication  for  taking  turns,  negotiating,  and         planning  their  play $ reconstruct  events  and  sequences  in  events  and  stories  leading  to   increased  story  comprehension $ increase  speech  fluency $ practice  new  vocabulary

physical development  as  children:   $ coordinate  their  actions  with  objects  and  other  people $ engage  in  activities  that  develop  stamina,  flexibility,               strength,  coordination,  and  fitness $ practice  gross  and  fine  motor  skills

cognitive development  as  children:   $ pretend to be some object or person $ learn new ideas from peers $ problem solve and think abstractly about their world

$ learn to distinguish fantasy from reality

social growth  as  children:   $ learn  to  consider  the  perspective  of  others $ participate  in  turn  taking,  cooperating  and  sharing $ experiment  with  leadership  skills $ learn  to  tolerate  delays $ work  out  stress $ increase  goal-­‐directed  behavior  and  persistence $ use  creative  imagination $ pursue  their  own  ideas $ develop  friendships $ work  through  conflict $ experience  sheer  fun-­‐-­‐the  positive  aspect  of  fun  is  that  it  is   essential  to  growth  and  a  strong  motivation  for  every  kind  of   learning

          Observation  of  children  at  play   guides  teachers  in  planning  appropriate   activities  and  experiences  to  meet   the  developmental  needs  of  students.  

Preschool Schedule Components The Saint  Joseph  School  District  preschool  programs  follow  the   High/Scope  Curriculum.    Each  classroom  follows  the  same  daily  routine,   consisting  of  the  same  components.    The  order  and  length  of  each   component  varies  from  classroom  to  classroom  based  on  student   abilities  and  interests.       These  Components  are:       Large  Group  ~  The  large  group  time  involves  a  variety  of  activities.  For   example,  it  may  include  games,  music,  read  alouds,  presenters,  etc.       Although  large  group  time  works  on  many  skills,  some  of  the  more   important  skills  are  turn-­‐taking,  listening,  lengthening  attention  span,   and  being  respectful  of  others’  ideas/feelings.     Writing  Time  ~  This  provides  fine  motor  development.    Writing  time   may  include  a  variety  of  writing  experiences  including  pencils,  markers,   whiteboards,  chalk,  and  shaving  cream.    Other  forms  of  letter  work  may   be  used  during  this  time,  such  as  letter  stamps  and  playdoh  with  letter   cutters.    A  mini-­‐lesson  may  be  used  at  the  beginning  of  this  time  on   topics  including,  but  not  limited  to,  capital  vs.  lowercase,  directionality,   and  holding  a  pencil.    The  teacher’s  and  para's  roles  may  include  taking   documentation,  collecting  writing  samples,  and  discussing  the  writing   with  the  students.    

Planning ~  Planning  for  work  time  provides  an  opportunity  for  children   to  expand  their  oral  language  abilities.    The  act  of  planning  may  look   very  different  and  can  involve  reviewing  a  variety  of  concepts.    As  the   teacher  listens  to  a  child's  plan,  the  teacher  can  document  the  plan  to   see  if  a  child  is  doing  the  same  activity  or  a  variety  of  activities  from  day   to  day.    If  the  planning  activity  involves  reviewing  concepts,  the  teacher   can  check  and  document  the  mastery  of  those  concepts.   Work  Time  ~  This  is  the  longest  piece  of  the  daily  schedule.  During  this   time,  the  students  are  working  (playing)  in  areas  throughout  the  room.   In  addition  to  pre  academic  skills,  the  students  are  learning  problem   solving  skills,  conflict  resolution,  and  social  skills.  The  teacher’s  and   para's  jobs  may  include  being  actively  involved  in  play,  working  one-­‐on-­‐ one  with  students,  and  taking  documentation.  A  classroom  clean  up   should  follow  at  the  end  of  work  time.     Recall  ~  It  is  a  time  to  strengthen  oral  language.    It  is  a  share  time  where   students  practice  listening  and  asking  questions.    Each  child  is  given  the   opportunity  to  recall  throughout  the  week,  but  not  necessarily  on  a   daily  basis.     Snack  ~  Students  develop  table  manners,  gain  nutritional  knowledge   and  practice  social  skills  while  enjoying  a  pre-­‐planned  snack.  A  variety  of   concepts  and  self-­‐help  skills  are  also  emphasized  during  this  time.       Small  Group  ~  Students  are  placed  in  small  groups  led  by  a  teacher  or   para.  These  groups  are  formed  to  explore  materials  and  concepts  with  a   planned  purpose  and  goal.  The  teacher  and  para  take  documentation  of   skills  displayed  through  a  variety  of  developmentally  appropriate   activities.  Small  group  does  not  always  produce  a  product.       Gross  Motor  Time  ~  Gross  motor  time  may  be  indoors  or  out,  and  lasts   15-­‐20  minutes  daily.    It  may  consist  of  structured  activities  such  as   games  or  dances,  or  may  be  unstructured.    Gross  motor  time  is  always   supervised  closely.    Gross  motor  time  is  important  to  the  daily  routine   as  it  not  only  encourages  physical  fitness,  but  it  teaches  conflict   resolution,  turn-­‐taking,  rules,  and  cooperation.         Read  Aloud  ~  This  is  a  time  to  expose  the  children  to  a  variety  of   literature.    It  serves  many  purposes  including:  increasing  attention  span   and  listening  skills,  making  plans,  concepts  of  print,  directionality,   discussing  parts  of  the  book,  making  predictions,  visualization,  and   comprehension  strategies.    

Zaner-Bloser Manuscript Writing

While handwriting  is  not  formally  taught  in  preschool,  many  parents   find  it  helpful  to  know  the  kind  of  writing  that  primary  children  learn.     The  various  letters  are  formed  as  shown  on  the  following  page.     Children  learn  to  use  the  capital  letter  at  the  beginning  of  their  name.     For  example:     Mary  -­‐  not  MARY   Smith  -­‐  not  SMITH     "Children  who  are  encouraged  to  draw  and  scribble  'stories'  at  an  early   age  will  later  learn  to  compose  more  easily,  more  effectively,  and  with   greater  confidence  than  children  who  do  not  have  this  encouragement."   This  finding  is  based  on  research  literature  reported  by  the  U.S.   Department  of  Education  (What  Works:  Research  about  Teaching  and   Learning,  second  edition,  1987)     The  preschool  years  provide  parents  with  the  opportunity  to  build  a   solid  base  upon  which  good  writing  skills  will  be  developed  in  later   years.       Use  this  critical  time  in  a  child's  development  by  providing  materials  to   strengthen  their  fine  motor  skills:   $   Playdough       $   Scissors   $   Hole  Punches       $   Beads  for  Stringing   $   Tweezers  for  Picking  Up  Small  Items  

As  well  as  materials  for  them  to  use  in  their  meaningful  writing   experiences:   $   Paper         $   Crayons   $   Large  pencils       $   Chalk   $   Dry  Erase  Boards     $   Markers   $   Paint         $   Magna  Doodles  

Your  preschooler  will  need  good  modeling  on  your  part  and  most  of  all,   lots  of  encouragement  and  supportive  response.  


Learning Begins Before Kindergarten Children begin  learning  at  birth,  and  Parents  as  Teachers  (PAT)   helps  give  children  the  best  possible  start  in  life.    Parents  as   Teachers  is  a  free  and  voluntary  early-­‐learning  program  for   parents  with  children  birth  to  age  5.  This  nationally-­‐known   program,  which  originated  in  Missouri,  has  spread  throughout  the   United  States,  reaching  thousands  of  families.    Parents  as   Teachers  has  much  to  offer  you  and  your  child.  

The benefits  of  Parents  as  Teachers   Parents  are  a  child's  first  and  most  influential  teachers.    Parents  as   Teachers  helps  families  lay  a  strong  foundation  for  a  child's  future   success  in  school.  


As a  Parents  As  Teachers  (PAT)  participant,     families  receive  the  following  services:   $   Personalized  home  visits  by  a  certified  parent  educator,                       specially  trained  in  child  development  and  eager  to  help             families  give  children  a  great  start.   $   Group  meetings  with  other  parents,  where  families  can  share   parenting  experiences,  gain  new  insights,  and  talk  about  topics   that  interest  them. $                          

Information and  guidance,  beginning  even  before  a     baby  is  born,  on  preparing  for  baby,  home  safety,   what  to  look  for  as  children  develop,  effective     discipline,  constructive  play  and  more.  

$ Periodic  screenings  to  ensure  that  your  child  has  no           undetected  learning,  sensory  (hearing  and  vision)  or           developmental  problems.   $   A  referral  network  that  helps  families  find  special  services,  if   needed,  that  are  beyond  the  scope  of  PAT.

ENROLL NOW  IN   PARENTS  AS  TEACHERS   671-­‐4300      

The St.  Joseph  School  District   Vision   St.  Joseph  S chool  District:   A  Great  Place  to  Learn  

Mission Educating  Each  Child  For  Success  


• Commitment  to  Excellence     •  Integrity  of  Actions   •  Culture  of  Collaboration


St. Joseph School District Tammy Flowers Coordinator of  Early  Childhood  Services   Early  Learning  Department   925  Felix   816-­‐671-­‐4000  

Profile for Tammy Flowers

Preschool handbook  

Saint Joseph School District

Preschool handbook  

Saint Joseph School District