Programa de prekindergarten en WSISD
Plan de participación familiar de prejardín de infantes
Mission Statement
WSISD believes an effective family engagement plan promotes collaboration with our families as an integral piece of ensuring that every student will be able to achieve their full potential. WSISD will strive to both support and involve our families in the educational process which will have a positive impact on our school and community.
Goal #1 - Facilitate family-to-family Support
Activities to Support Goal:
Promote family involvement in Pre-K activities such as parties, field trips, programs.
Examples: Holiday Parties, Family Thanksgiving meal and Christmas Breakfast, Christmas and Awards Program, Open House, Meet the Teacher, Book Fairs and Field Days, (See calendar on home page)
Strategies to Support Goal:
* Create a safe and respectful environment where families can learn from each other as individuals and in groups;
* Invite former program participants, including families and community volunteers, to share their education and career experiences with current families;
* Ensure opportunities for continuous participation in events designed for families by families such as training on family leadership.
Goal #2 - Establish a network of community resources
Activities to Support Goal:
Place fliers / notices in local area businesses and City Hall.
FB - The Buzz @ Walnut Springs ISD
School website.
Daily folders home with students.
Phone and face-to-face interaction between family and teacher.
Strategies to Support Goal:
* Build strategic partnerships;
* Leverage community resources;
* Monitor and evaluate policies and practices to stimulate innovation and create learning pathways;
* Establish and maintain partnerships with businesses, faith-based organizations, and community agencies;
* Identify support from various agencies, including mental and physical health providers;
* Partner with local community-based organizations to create a family-friendly transition plan for students arriving from early childhood settings;
* Provide and facilitate referrals to family support or educational groups based on family interests and needs;
* Communicate short- and long-term program goals to all stakeholders;
* Identify partners to provide translators and culturally relevant resources reflective of home language.
Goal #3 - Increase family participation in decision-making
Activities to Support Goal:
Interaction between parents and school.
Strategies to Support Goal:
* Develop and support a family advisory council;
* Develop, adopt and implement identified goals within the annual campus/school improvement plan targeting family engagement;
* Develop and support leadership skills for family members and providing opportunities for families to advocate for their children/families;
* Collaborate with families to develop strategies to solve problems and serve as problem solvers;
* Engage families in shaping program activities and cultivating the expectation that information must flow in both directions to reflect two-way communication;
* Develop, in collaboration with families, clearly defined goals, outcomes, timelines, and strategies for assessing progress;
* Provide each family with an opportunity to review and provide input on program practices, policies, communications, and events in order to ensure the program is responsive to the needs of families;
* Use appropriate tools such as surveys or focus groups to gather family feedback on the family engagement plan.
Goal #4 - Equip families with tools to enhance & extend learning
Activities to Support Goal:
Links to website with resources for Early Childhood Development
Newsletters
Strategies to Support Goal:
* Provide families with updates at least three times a year that specify student progress in health and wellness, language and communication, emergent literacy reading, emergent literacy writing, and mathematics;
* Design or implementing existing home educational resources to support learning at home while strengthening the family/school partnership;
* Provide families with information and/or training on creating a home learning environment connected to formal learning opportunities;
* Equip families with resources and skills to support their children through the transition to school and offering opportunities for families and children to visit the school in advance of the prekindergarten school year;
* Provide complementary home learning activities for families to engage in at home with children through information presented in newsletters, online technology, social media, parent/family-teacher conferences, or other school- or center-related events;
* Provide families with information, best practices, and training related to age-appropriate developmental expectations;
* emphasize benefits of positive family practices such as attachment and nurturing that complement the stages of children's development; (viii) collaborating with families to appropriately respond to children's behavior in a non-punitive, positive, and supportive way;
* Encourage families to reflect on family experiences and practices in helping children; and
* Assist families to implement best practices that will help achieve the goals and objectives identified to meet the needs of the child and family;
Goal #5-Develop Staff Skills in best practices to support families in meeting children's learning benchmarks
Activities to Support Goal:
Communication between teachers and parents showing student progress and concerns
Daily folder with evidences of student activities and learning experiences.
Strategies to Support Goal:
* Provide essential professional development for educators in understanding communication and engagement with families, including training on communicating with families in crisis;
* Promote and develop family engagement as a core strategy to improve teaching and learning among all educators and staff; and
* Develop staff skills to support and use culturally diverse, culturally relevant, and culturally responsive family engagement strategies;
Goal #6 - Evaluate Plan for modifications and adjustments
Activities to Support Goal:
Meet at the end of each semester. Ongoing informal communication.
Strategies to Support Goal:
* Conduct goal-oriented home visits to identify strengths, interests, and needs;
* Develop data collection systems to monitor family engagement and focusing on engagement of families from specific populations to narrow the achievement gap;
* Use data to ensure alignment between family engagement activities and district/school teaching and learning goals and to promote continuous family engagement;
* Ensure an evaluation plan is an initial component that guides action;
* Use a cyclical process to ensure evaluation results are used for continuous improvement and adjustment; and
* Ensure teachers play a role in the family engagement evaluation process.
Recursos para padres
El poder
de
Tocar
TÉ
Preparación para el jardín de infantes
Recursos
¡Aprenda más sobre el desarrollo de bebés, niños pequeños y niños de 3 años!
Contáctenos
Kindergarten Readiness Statement
WSISD, in accordance with TEA guidelines, supports high-quality prekindergarten that is developmentally appropriate, multi-sensory, and experiential. Young children thrive when provided a learning environment that inspires curiosity, builds confidence, and fosters a love of learning.
Children are "ready" for school when families, schools, and communities work together to ensure they enter school with strong foundational knowledge and skills across 5 primary domains of development. Although separate, these domains are interconnected and development in one area reinforces development in the other. The primary domains of development are:
Physical (Gross and Fine Motor) Literacy (Reading and Writing) Mathematical (Concepts and Thinking)
Language and Communication Health and Wellness
In order to provide high-quality early childhood education that is focused on the unique needs of each child, student progress monitoring and kindergarten readiness should be measured across multiple domains of development.
WSISD PreK program includes both 3 & 4 year olds. Teachers in PreKindergarten and Kindergarten work cooperatively to ensure vertical alignment of targeted concepts. This will enable students to have the concepts needed to achieve success in Kindergarten
ARTICULACIÓN
Descripción del puesto: los deberes pueden incluir:
> todas las responsabilidades regulares del salón de clases
> asignación para algunas tareas después de la escuela ( puerta / concesión @ juegos)
Otra información
> base del estado de pago inicial para el paso + $ 1,000.00
> 187 días de empleo
> 5 días de licencia estatal (se transfiere de un año a otro)
> 5 días de licencia local (no se prorroga)
Profesor a tiempo parcial
Descripción del puesto: Los deberes incluyen:
> 11:30 am - 3:30 pm
> trabajar con grupos pequeños asignados para remediación, instrucción enriquecida y ESL
> Grados 1-8
Otra información
> base de estado de pago inicial por escalón
> 3-4 días a la semana