Academics

 

TPSD has a published curriculum and pacing guide in K-5 with a strong focus in Reading and Mathematics with supports of Science and Social Studies content. Our students receive a solid foundation of basic skills through a variety of techniques. To determine student mastery of grade level skills, common assessments, STAR reading and STAR Math, and major/minor grades are given in class. Promotion and retention is based on TPSD Policy IHE.

The early childhood years are a critical time in the development of every child.  The learning that takes place during the first eight years of life serves as the foundation for all future academic, social, emotional, physical and motor development.  All children are capable of learning and meeting developmental milestones.  Therefore, the Kindergarten Guidelines are designed to assist all early childhood educators in their efforts to provide a high-quality evidence-based program serving kindergarten children to support school readiness.

School Readiness Definition
       
Responsibility for school readiness lies not with children, but with the adults who care for them and the systems that support them,” (National Governors’ Association, 2005., p. 29)

School readiness is a multidimensional construct that goes beyond the skills, knowledge and disposition of children as they enter kindergarten.  Children are eligible for school when they have reached the chronological age established by the state; however, school readiness is achieved through a combination of efforts involving children, families, schools, communities and the state.

READY CHILDREN show an eagerness to explore, discover, engage and learn.  They demonstrate interest and abilities in all dimensions of early learning and development; social and emotional development; language development; cognition and general knowledge; physical well- being and motor development; and various approaches toward learning.  Children are unique individuals who do not develop at the same time or in the same way.  Therefore, school readiness should be viewed as a continuum of behaviors rather than an inflexible or narrow set of proficiency skills.  Any age-eligible child who is eager to attend kindergarten should be deemed “ready."

READY FAMILIES recognize their role as their child’s first and most stable teacher and advocate while understanding their child’s current level of development.  Families ensure a safe and consistent environment, promote good health, provide steady and supportive relationships" and understand their relationship with the school system to ensure a smooth transition.

READY SCHOOLS provide a welcoming and accepting environment for all and have professional educators who consistently advance growth and achievement for students with diverse backgrounds, experiences and abilities while working in partnership with families and communities.

READY COMMUNITIES include businesses, faith-based organizations, early childhood service providers, community groups and local governments collaborating to support schools’ and children’s long-term success by providing families access to information, affordable services and high-quality early learning opportunities. 

 

 READY STATES play a crucial part in supporting communities, schools and families through developing appropriate policies; providing adequate funds; ensuring access to high-quality early development and learning opportunities; preparing and retaining a world-class early childhood workforce; ensuring an infrastructure to coordinate services, including data systems for accountability and demonstrating political leadership to make school readiness a state priority.
Adapted from National Governors Association. 2005. Building the Foundation for Bright Futures: Final Report of the NGA Task Force on School Readiness. Washington, DC: Author

All children attending high-quality kindergarten programs will:
• Improve their self-concept;
• Increase their intellectual growth;
• Enlarge their understanding of the world, people, experiences, ideas;
• Increase their competencies and skills in oral language, literacy, writing, listening and thinking;
• Increase their competencies and skills in mathematical reasoning and scientific exploration;
• Increase their skills involved in physical coordination including gross and fine motor skills;
• Increase their competence in dealing with emotions, feelings and social situations;
• Increase their self-direction and independence;
• Develop cooperative, trusting relationships;
• Develop their natural curiosity and creative potential; and
• Develop a love of learning

Information Unique to a Kindergarten Program

Curriculum used in kindergarten classrooms in the Tupelo Public School District is built on high-quality research and evidence-based principles. The following principles are evident in the learning environment in our classrooms:

• Skills and concepts specific to the following developmental domains developed by the Mississippi Department of Education are foundational to all instruction.

• English Language Arts

• Mathematics

• Social Studies

• Science

• Social and Emotional Development

• Physical Development

• The Arts

• Learning activities that acknowledge children’s individual rates of development are evident.

• Children are in an inclusive learning environment that embraces diversity.

• Children use their senses in the instructional process (seeing, hearing, touching, tasting and smelling).

• Active engagement (exploring, playing, manipulating and problem solving) is the primary strategy  for delivering instruction.

• Children are taught using a combination of instructional strategies, which include active engagement in integrated learning centers, speaking and listening, participating in large and small group as well as individual instructional settings.

• Attitudes and examples from teachers and in lesson content reflect a positive problem-solving approach. Therefore, attention should be given to instructional methods, emotional climate, environment, peer-to-peer interaction and educator-child interaction.

• Children have experience that are sensitive to the value of play, for it is often through play that children create their own meaning and learning.

Students are assessed at various times throughout the year. The Kindergarten Readiness Assessment provides parents, teachers and early childhood providers with a common understanding of what children know and are able to do upon initially entering school. The Mississippi K-3 Assessment Support (MKAS) is used to provide kindergarten students the opportunity to show mastery of content and growth.

Academic and Behavior Interventions

Interventions are provided for students who are experiencing difficulty in academics or with behavior. In addition to classroom teachers, assistant teachers and interventionists provide interventions for students on Tier II and Tier III with the guidance of teachers through research-based resources such as Phonics First, Sounds Sensible, Envision Math, Multi-Sensory Math and other teacher designed face-to-face intervention strategies. 

·  Teacher Support Team (TST) is a group of educators and parents or guardians who meet to determine interventions for students who are experiencing difficulty in the classroom. Interventions are developed to assist the student in becoming successful.

·  Instructional Intervention is one-on-one or small group instruction designed to assist students experiencing difficulty or who have been referred to the Teacher Support Team.

 

MTSS Team

   A group of educators who meet to determine interventions for students who are experiencing difficulty in the classroom. Interventions are developed to assist the student in becoming successful. Parents will always be notified of the RTI (Response
to Intervention) process. Parents are encouraged to attend these meetings.

Guidance Services

    Carver Elementary has a certified guidance counselor. Each child has access to our school counselor. Parents who wish to
arrange a conference with the counselor are asked to call the school office at 662-841-8870. Additional student services
are provided by a Life Core support Therapist.

 

Highly Qualified Teachers

In the Tupelo Public School District, teachers must have a minimum of a bachelor’s degree, and many have advanced degrees such as a masters, specialist or doctorate degree.  Teachers with three years of experience may complete the National Board certification process.  District teachers spend a great amount of time in professional development every school year through Professional Learning Communities or through other organized professional development sessions.
 

Parent-Teacher Conferences

Communication between the school and home is an essential part of the educational process. Schools rely on conferences to supplement report cards or portfolios and other written forms of communication between parents and teachers. Parents or teachers may request conferences. Parents wishing to arrange conferences can contact the teacher or the school secretary during the school day. All parents will be contacted for a conference during two of the grading periods.

 

Parent Teacher Organization (PTO) The PTO is an organization of parents and teachers who work to improve and enhance the school environment. Everyone is invited to join the PTO and share in the partnership of support. Through general meetings, emails, pnone calls and newsletters, parents are kept up to date on plans and progress of our school and school activities.

 

The PTO Sponsors several projects during the school year such as:

• Fall Festival

• Fundraisers

• Carver Christmas

•  Arts Festival

• Book Fairs

• Teacher Appreciation

• Events

• School Yearbook

• PBS Incentives