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. In order 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 for every child. The learning that takes place during the first eight years of life serves as the foundation for all later academic, social, emotional, physical and motor development. All children are capable of learning and meeting developmental milestones. Therefore, the Kindergarten Guidelines are proposed 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 multi-dimensional 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 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.                  (released by MDE Spring 2019)

Adapted from National Governors Association. 2005. Building the foundation for bright futures: Final report of the NGA Task Force on School Readiness.

All children attending a high-quality kindergarten program will:

1. improve their self-concept;

2. increase their intellectual growth;

3.  enlarge their understanding of the world, people, experiences, ideas;

4.  increase competencies and skills in oral language, literacy, writing, listening, and thinking;

5.  increase their competencies and skills in mathematical reasoning and scientific exploration;

6. increase their skills involved in physical coordination and gross and fine motor skills;

7.  increase their competence in dealing with emotions, feelings, and social situations;

8.  increase their self-direction and independence;

9.  develop cooperative, trusting relationships;

10. develop their natural curiosity and creative potential; and

11.  develop a love of learning