Academics
Curriculum
With a published curriculum from TPSD Curriculum Department for grades K-6 that focuses on reading and mathematics, students receive a solid foundation in the basic skills through a variety of instructional techniques based on MS College and Career State Standards. A licensed teacher staffs each regular classroom. A media specialist, guidance counselor, principal, and support staff support teachers with the needs of all children. All schools also offer physical education, music, and art.
Beginning in the 2014-2015 school year, a student scoring at the lowest achievement level in reading on the established state assessment for 3rd grade will not be promoted to 4th grade unless the student meets the good cause exemptions for promotion.
Updated Kindergarten Philosophy & Goals
The early childhood years are a critical time in the development for every child. The learning
School Readiness Definition
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
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 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
Pre-K Goals
Pre-Kindergarten Philosophy and Goals for Three- and Four-Year-Old Children
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 Early Learning Guidelines are pro- posed to assist all early childhood educators in their efforts to provide a high-quality research- based program serving pre-kindergarten children at three and four years of age to sup- port school readiness. Early Learning Guidelines for Classrooms Serving Three- and Four- Year-Old Children
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.
Partners in Education
ACADEMIC INTERVENTIONIST
Interventions are provided for students who are experiencing difficulty in academics or with behavior. Also, the interventionists provide support for classroom teachers to prevent disruption of instruction. The Academic/Behavior Interventionist provides interventions for students on Tier II & Tier III.
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
Thomas Street School has a certified guidance counselor. Each child at Thomas Street School has access to our school counselor. Parents who wish to arrange a conference with the counselor are asked to call the school office at 662-841-8960. 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. Teachers with three years of experience may complete the national board certification process. District teachers participate in many days of professional development every school year.
PARENT TEACHER ORGANIZATION (PTO)
The PTO is an organization of parents and teachers who work together 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, phone 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
•Valentine Hearts
•Arts Festival
•Book Fairs
•Teacher Appreciation Events
•School Yearbook
•PBS Incentives
RANGE |
Letter Grade |
Points |
|---|---|---|
93-100 |
A |
4.0 |
90-92 |
A- |
3.7 |
87-89 |
B+ |
3.3 |
83-86 |
B |
3 |
80-82 |
B- |
2.7 |
77-79 |
C+ |
2.3 |
73-76 |
C |
2 |
70-72 |
C- |
1.7 |
67-69 |
D+ |
1.3 |
65-66 |
D |
1 |
Below 65 |
F |
0 |