DOCSLIB.ORG

Preschool! 2021-2022

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Preschool! 2021-2022 Cambridge-Isanti Schools Preschool! 2021-2022 EVERY STUDENT, EVERY DAY www.c-ischools.org/early-childhood WELCOME TO THE CAMBRIDGE-ISANTI PRESCHOOL BLUEJACKET FAMILY! The Early Childhood Programs are a vital part of Cambridge-Isanti Schools. We work together to assure that children transition smoothly into kindergarten. Our high-quality preschool classes focus on each child’s so- cial, physical and pre-academic development. We use the curriculum Big Day for PreK to support a play-based approach to learning. Children will practice age appropriate math, writing, music, art, language and science while making friends and experimenting with their growing independence. Curriculum outcomes and objectives are aligned with the Early Childhood Indicators of Progress from the Minnesota Department of Education. Classes are taught by qualified, professional and dedicated staff who have extensive experience working with children birth to age five. We are PROUD to be 4 Star Rated! Cambridge-Isanti Preschool has earned a 4 Star Parent Aware rating from the State of Minnesota. This rating is the highest possible rating. Parent Aware helps families find quality care and education. Programs that earn the 4 Star Parent Aware rating are going above and beyond health and safety requirements and have: • Volunteered for extra, in-depth training • Devoted themselves to strong, caring relationships with each child • Adopted the latest approaches to keeping children’s learning on track • Committed to daily activities and routines that help children learn More information about the Parent Aware program can be found online at www.parentaware.org. Parent/Guardian Need-to-Know Registration • Registration begins March 1, 2021. Preschool Entrance Days include a meet & • All classes begin early September with Preschool greet with teachers and first days. On the first days Entrance Days and end early June. of preschool children will attend one full preschool • Drop off and pick up are done curbside! Teachers day with half of their class. Watch your email in late meet their students at the door! August for more details! • Children must be 3 years old before starting pre- school. Immunizations • All of our classes are integrated with Early Child- hood Special Education. Cambridge-Isanti Preschool accesses the Minne- sota Immunization Information Connection (MIIC) • Parents are responsible for transporting their database at the Minnesota Department of Health child to and from preschool. to obtain each child’s current immunizations. We • We have on-site child care at both sites. See the may contact you if your child’s immunizations are blue box at right for more information. not available. Please note, Cambridge-Isanti Pre- • Registration is done online in school does not require a child to have immuniza- Eleyo at https://c- tions. ischools.ce.eleyo.com/child- care/1/cambridge-isanti- preschool (or scan the QR code!). Adventure Center Fees Preschool • A non-refundable registration fee of $40 is due at Before & After Care the time of registration. • Preschool tuition is based on a daily rate of $14 Adventure Center Preschool Child Care is a year per contract day. round full day child care for children ages 3-5 • The number of contract days differ each month years old. Hours are 6:00 am until 6:00 pm with and by which schedule you choose. two locations at Cambridge Intermediate School • Preschool tuition will be invoiced according to and Isanti Primary School. number of scheduled classes each month. • No refunds will be given for an absence or school Adventure Center partners with Cambridge- closing (inclement weather days). Isanti Preschool to offer child care before and • Invoices are generated on or before the 1st and after preschool at a discounted rate. are due within 10 days before a $10 late fee is assessed. Children must be toilet trained. • Automatic payment option is available in your online account in Eleyo. For more information, visit www.c-ischools.org/ • If year is paid in full by September 30th a 5% dis- Page/435 or call Pat Bourke at (763) 689-6180. count will be given. • Scholarships are available to help cover tuition. See Our calendar can be found on our website: next page for more infor- www.c-ischools.org/early-childhood mation. Preschool Tuition Assistance Cambridge-Isanti Preschool offers a variety of fee assistance options. Each scholarship has an application process to complete and families must meet specific criteria. Scholarships are awarded based on family size, income and/or identified factors that may impact a child’s learning. All infor- mation collected for fee assistance is confidential. The Early Childhood office can help you apply for any of the following: Pathway I Scholarship Pathway I Scholarships are awarded directly to families who meet eligibility requirements. For more infor- mation call Parent Aware at 888-291-9811 or contact your local scholarship administrator. Pathway II Scholarship Cambridge-Isanti Preschool receives limited funding from the Minnesota Department of Education to help families cover the cost of preschool. School Readiness Scholarship School Readiness is a public school, early childhood program that provides preschool learning opportunities and parent support to help prepare chil- dren for school success. • Mark “Yes” if you would like a scholarship application emailed to you when registering. Scholarship appli- cations are filled out electronically allowing a paperless system. Income documentation, however, must be sent in separately as items cannot be attached to the application. • Documentation must be submitted before an award can be made. Forms of documentation can include Early Childhood Screening most recent 1040 from your Federal tax return, W2s, The State of Minnesota requires that all chil- paystubs covering a month, statement or letter from dren have an Early Childhood Screening done another assistance program such as free & reduced by their first day of Kindergarten. Hearing, vi- food from school or county assistance. Documentation sion, speech, cognitive, and motor abilities are is needed for each parent living with the preschooler. the areas of development that will be as- • Documentation can be: sessed during the screening. This is a FREE and simple check of how your child is growing and Emailed to [email protected]; developing. Faxed to 763-691-6692 or Dropped in the lock box at door 3 of Cambridge To schedule a free appointment visit the EC Intermediate School. Quick Links on the Early Childhood website @ www.c-ischools.org/early-childhood. • Once a scholarship application is processed you will be notified of your eligibility by email. Additional forms For questions: may be required, please read this email carefully. Call (763) 691-6691 or • Upon scholarship acceptance, an Early Childhood Email [email protected] Screening must be scheduled if your child has not al- ready completed one. See information at right to schedule an appointment. Preschool Options Preschool is an exciting time for all! Our highly-qualified teachers are excited to work with you and your child to ensure an enjoyable and successful preschool experience. Both of our sites and all of our staff create a respectful, caring, and safe environment and use comprehensive curricu- lum materials. We strive to provide innovative learning opportunities and utilize data to make informed de- cisions based on individual student need. Cambridge-Isanti Preschool offers several class options: Preschool Online LOCATIONS: Preschool Online is offered to any family that would like Cambridge Intermediate School nd a preschool experience that is adaptable to their sched- 428 2 Ave NW ule. Our teacher prepares & leads a weekly Google Meet Cambridge, MN 55008 along with activities and videos for your child to view at a time that is convenient for you! Isanti Primary School 301 Heritage Blvd NW Isanti, MN 55040 Tuition A yearly $40 registration fee is due at the AGES: time of registration. Senior – Ages 4 & 5 Years Senior Preschool is for children ages 4-5 years and $14 per contracted day entering Kindergarten the Fall after preschool. M-F 164 days M/W/F 95 days Junior – Ages 3 & 4 Years T/TH 67 days Junior Preschool is for children ages 3-4 years that Preschool Online 36 days will have another year of preschool before going to Kindergarten. Each month has a set number of (contracted) attendance days. The number of contracted days differ each month and DAYS: according to class schedule. Monday – Friday (for children entering Kindergarten Fall 2022) First invoice will be Monday/Wednesday/Friday emailed on Septem- Tuesday/Thursday ber 1st and the 1st of If year is paid in full by each month there- September 30th a 5% TIMES: after. Tuition is due discount will be given. 8:30 – 11:15 AM within 10 days before 12:30 – 3:15 PM a late fee is assessed. Cambridge-Isanti Preschool is a Pyramid Model site. Pyramid Model is a framework, or approach, for in- tentionally teaching children social-emotional skills to help them be successful at school. Our staff have been trained in the evidence based practices and each classroom is receiving support to implement the practices through monthly focused observations and coaching sessions completed by trained peer coach- es. For more information visit www.ChallengingBehavior.org It’s Time to Register Cambridge-Isanti Preschool registration opens on March 1st and is done online through the Eleyo Regis- tration/Fee Payment System. Visit www.c-ischools.org/early-childhood and click “Register Online for Pre- school”. Registration remains open and is ongoing throughout the school year. • Forgot your password? Click the “Forgot Password” to have a reset link emailed to you. • Need help? Review the How to Setup and Register for Preschool. This guide is also on our website under Preschool. This QR code will bring you to the registration website….scan to register! Thank you for choosing Cambridge-Isanti Preschool! Contact Early Childhood Office 428 2nd Ave NW Cambridge, MN 55008 Phone: (763) 691-6691 Fax: (763) 691-6692 Email: [email protected] .
Load more

Recommended publications
  • Leveraging the Private Sector to Improve Primary School Enrolment
    Leveraging the Private Sector to Improve Primary School Enrolment: Evidence from a Randomized Controlled Trial in Pakistan 1 (November 2013) [PRELIMINARY AND INCOMPLETE — DO NOT DISTRIBUTE] Felipe Barrera-Osorio (Harvard, Graduate School of Education) David S. Blakeslee (Columbia University) Matthew Hoover (RAND) Leigh L. Linden (University of Texas at Austin, BREAD, J-PAL, IPA, IZA, NBER) Dhushyanth Raju (The World Bank) Stephen Ryan (University of Texas at Austin) Abstract: We evaluate the effects of publicly funded private primary schools on child enrollment in a sample of 199 villages in 10 underserved districts of rural Sindh province, Pakistan. The program is found to significantly increase child enrollment, which increases by 30 percentage points in treated villages. There is no overall differential effect of the intervention for boys and girls, due to similar enrollment rates in control villages. We find no evidence that providing greater financial incentives to entrepreneurs for the recruitment of girls leads to a greater increase in female enrollment than does an equal compensation scheme for boys and girls. Test scores improve dramatically in treatment villages, rising by 0.67 standard deviations relative to control villages. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1 We are deeply grateful to Mariam Adil and Aarij Bashir of The World Bank for their valuable insights in the design of the survey and their crucial support in its implementation. ! 1! I. Introduction The promotion of universal primary education is an important policy priority, as reflected in such initiatives as the Millennium Development Goals and the Education for All movement. Considerable progress has been made in recent years in raising primary education levels; nonetheless, low enrollment levels persist in regions such as Sub- Saharan Africa, West and Southwestern Asia, and South Asia (Hausmann et al., 2012).
    [Show full text]
  • EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
    EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province.
    [Show full text]
  • Early Childhood Education and Care in the United States: an Overview of the Current Policy Picture
    International Journal of Child Care and Education Policy Copyright 2007 by Korea Institute of Child Care and Education 2007, Vol. 1, No.1, 23-34 Early Childhood Education and Care in the United States: An Overview of the Current Policy Picture Sheila B. Kamerman Shirley Gatenio-Gabel Columbia University Fordham University USA USA Early childhood education and care (ECEC) in the US includes a wide range of part-day, full-school-day, and full- work-day programs, under educational, social welfare, and commercial auspices, funded and delivered in a variety of ways in both the public and the private sectors, designed sometimes with an emphasis on the “care” component of ECEC and at other times with stress on “education” or with equal attention to both. Although ECEC scholars and advocates are increasingly convinced of the need to integrate all these program types, categorical funding coupled with diverse societal values continue to support the differences. The result is a fragmented ECEC system, of wide- ranging quality and with skewed access, but with some movement in recent years toward the integration of early childhood education and care. Key Words : early education, child care, preschool 1Increased attention to early childhood education and in a variety of ways in both the public and the private care (ECEC) has been observed in all the industrialized sectors, designed sometimes with an emphasis on the countries but our focus here is on a current picture of “care” component of ECEC and at other times with ECEC in the United States (U.S.). stress on “education” or with equal attention to both.
    [Show full text]
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • Improving Lower Secondary Schools in Norway
    Reviews of National Policies for Education IMPROVING LOWER SECONDARY SCHOOLS IN NORWAY EXECUTIVE SUMMARY EXE EXECUTIVE SUMMARY - 1 EXECUTIVE SUMMARY The report Improving lower secondary schools in Norway aims to help education authorities in Norway and other OECD countries to understand the importance of lower secondary education and to find approaches to strengthen this key education level. It provides an overview of the structure of lower secondary education and the main challenges it faces across OECD countries, develops a comparative framework of the key policy levers for success in lower secondary and adapts it to Norway’s specific context. The recommendations focus on teacher quality, school success, student pathways and on the process of effective policy implementation. The report is a result of the OECD’s efforts to support making reform happen across OECD and partner countries. Lower secondary is key to consolidate student achievement in education Lower secondary is a fundamental level of education with two complementary objectives: to offer all students the opportunity to obtain a basic level of knowledge and skills considered necessary for adult life; and to provide relevant education for all students, as they choose either to continue studying further on in academic or a more vocational route, or to enter the labour market. It is a key stage of basic education, in transition between primary and upper secondary. The first years of secondary education are the best chance to consolidate basic skills and to get the students at risk of academic failure back on track. Lower secondary education is the level that usually caters to early adolescents between the ages of 10 and 16.
    [Show full text]
  • Technology Education in Primary School in Sweden: a Study of Teachers Views on Teaching Strategies and Subject Content
    Paper ID #12004 Technology education in primary school in Sweden: A study of teachers views on teaching strategies and subject content. Mrs. Birgit Fahrman, KTH Royal Institute of Technology Birgit Fahrman is PhD student at The School of Education and Communication in Engineering Science, KTH Royal Institute of Technology. Her research focuses on teachers’ use of practical exercises in teach- ing technology and engineering. She teachers technology in secondary school. Dr. Lena B. Gumaelius, KTH Royal Institute of Technology, Stockholm, Sweden Dr Lena Gumaelius has a background as a researcher in Biotechnology, in which field she still teaches undergraduate students at KTH. (Lena got her Master of Science in chemistry 1993 and her PhD in Environmental Microbiology in 2001.) In parallel with her research, she worked for several years with development of experiments for students at House of Science. In 2006 Lena became the director of House of Science, which she remained until 2012. House of Science is a university based Science centre with about 40 000 visitors were the goal is to stimulate high school students’ interest for the natural sciences, math and technology. During these years Lena developed her pedagogical skills and competence in the pedagogic field and besides leading the activities she organised pedagogical training for teachers, pupils and university students. Since 2011 Lena is head of the new Department of Learning at the School of Education and Communi- cation in Engineering Sciences (ECE), KTH. Lena is responsible for building up a new strong research environment in engineering and technology education, K-12 to university level. Dr.
    [Show full text]
  • KPS) Becomes an Academy Under Sikh Academies Trust (SAT
    1st February 2021 Khalsa Primary School (KPS) becomes an academy under Sikh Academies Trust (SAT) On the 1st February, Khalsa Primary School (KPS) has been officially designated as an academy by the Department for Education (DfE) under the newly established Sikh Academies Trust (SAT). Converting to an academy trust provides the opportunity to maximise expertise and best practice to further advance the school, and the ability to use resources more efficiently and effectively for the benefit of all pupils, staff and parents. Benefits include: • Ability to broaden and enrich the curriculum to enhance opportunities for all children • Greater control with regards to how finances are spent and increased access to funding streams • Management of school budgets that is focused on supporting pupil progress • Driving the development and growth of the school. The academy conversion will help KPS build on its successes in recent years. Highlights of 2020 saw KPS being rated as the ‘Best Primary School in Slough’ and was once again graded as ‘Outstanding’ by Ofsted. Furthermore, KPS teachers won Silver Awards in the category for Teacher of the Year in a Primary School and, the award for Headteacher of the Year in a Primary School. Pupils benefited from a stream of new facilities including a new library, a state-of-the art food technology room, outdoor gym, a new IT suite and refurbished toilets throughout the school. As an academy, KPS will have the opportunity to form stronger links with other schools for the benefit of all children, and will continue to maintain a mutually beneficial relationship with Slough Borough Council.
    [Show full text]
  • Transitions and Alignment from PRESCHOOL to KINDERGARTEN
    SEP 2018 Transitions and Alignment FROM PRESCHOOL TO KINDERGARTEN BRUCE ATCHISON SARAH POMPELIA SPECIAL REPORT www.ecs.org | @EdCommission 2 Too often government officials Six states reference early transitions in statute; and design programs for children as 14 states, plus the District of Columbia, reference if they lived their lives in silos, them in code. as if each stage of a child’s life were independent of the other, unconnected to what came The early childhood years are recognized before or what lies ahead. as the cornerstone of effective P-20 educational James Heckman1 experience, yet there is a persistent gap in the transition from preschool Policymakers and educators continue to grapple with issues of persistent to kindergarten. achievement gaps in student performance at third grade and beyond. As they do, they look for ways to create a more seamless system of education that is “connected from one stage to the next — reducing the chances that students will be lost along the way or require remedial programs to acquire skills or knowledge they could have learned right from the start.”2 Successful transitions from preschool to Successful coordination between preschool and kindergarten helps to lay the groundwork for a child’s positive school experience. If this transition kindergarten and does not go well, children can be turned off to learning and school at an alignment of standards, early age. By aligning standards, curricula, instruction and assessments curricula, instruction and between preschool and kindergarten, children can experience a seamless assessments between the pathway that sets them up for future success. two are key to a child’s Based on research and work with states, Education Commission of the future educational success.
    [Show full text]
  • Abridged International Perspectives of Technology Education and Its Connection to STEM Education Geoffrey A
    Abridged International Perspectives of Technology Education and Its Connection to STEM Education Geoffrey A. Wright, Edward Reeves, John Williams, David Morrison-Love, Fiona Patrick, Jacques Ginestié, Ingelore Mammes, Grabriele Graube To cite this version: Geoffrey A. Wright, Edward Reeves, John Williams, David Morrison-Love, Fiona Patrick, et al.. Abridged International Perspectives of Technology Education and Its Connection to STEM Education. International Journal of Education, Macrothink Institute, 2018, 10 (4), pp.31. 10.5296/ije.v10i4.13704. hal-01945016 HAL Id: hal-01945016 https://hal.archives-ouvertes.fr/hal-01945016 Submitted on 15 Dec 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. International Journal of Education ISSN 1948-5476 2018, Vol. 10, No. 4 Abridged International Perspectives of Technology Education and Its Connection to STEM Education Geoffrey A. Wright1,*, Edward Reeves2, John Williams3, David Morrison-Love4, Fiona Patrick4, Jacques Gineste5, Ingelore Mammes6 & Grabriele Graube6 1College of Engineering, Brigham Young University, Utah, USA 2College of Agriculture and Applied Sciences, Utah State University, Utah, 84322, USA 3STEM Education Research Group, Curtin University, Perth, Australia 4School of Education, University of Glasgow, Glasgow, Scotland 5ESPE, Aix-Marseille University, Toulon, France 6Centre of Excellence for Technology Education, Universitat Duisburg-Essen, Duisburg, Germany *Corresponding author: College of Engineering, Brigham Young University, Utah, USA.
    [Show full text]
  • University As a Sociocultural Phenomenon: the Past and the Present
    WELLSO 2015 - II International Scientific Symposium on Lifelong Wellbeing in the World University as a Sociocultural Phenomenon: the Past and the Present Natalia M. Pankovaa, Natalia N. Kabanovaa*, Anna A. Kornienkoa, Vladimir A. Ponomareva * Corresponding author: Natalia N. Kabanova. Tel.: +79138807823, e-mail: [email protected] aTomsk Polytechnic University, 30 Lenin av., Tomsk,634050, Russia, [email protected],+7913525346 Abstract http://dx.doi.org/10.15405/epsbs.2016.02.37 We carried out the review of the main educational strategies which present the basis of university education in antiquity, in the medieval period and at present. The educational model created during the antique period was based on ideals of beauty and harmony, that assumed an equivalence of spiritual and corporal in personality formation as it is demanded by the nature. In philosophy of education in the medieval period there was an idea of person's transformation through education and belief by means of classical literature which was considered as a timeless knowledge source. The university was thought of as educational institution where it is possible to approach to universal knowledge. We consider that in modern society its development has transitive nature. The foundation of the educational process is not the universal knowledge, but the skill to find bearings in fast-changing knowledge stream, to adapt and find opportunities for self-fulfillment under the conditions of continuous change. In the single information and educational space it became possible to make educational process continuous as a condition of person's improvement. We conceive the idea of continuous or lifelong learning as the necessary and natural process acting as a precondition of forming integral personality and social wellbeing.
    [Show full text]
  • Kindergarten Registration Flyer 20-21
    Eufaula City Schools 2020-2021 Children must be 5 years old (born on or before September 1, 2015) to register *A child must be registered by a parent or legal guardian with a current photo ID. If a student has a legal guardian, proper legal guardianship paperwork must be furnished. Some family situations require that a child be placed with a legal guardian. If this is your child’s circumstance, as a guardian you will need to make an appointment to meet with Zane Johnson at Central Office before the registration process is complete. Registration Dates: April 6, 2020 through April 10, 2020 9:00 AM-2:00 PM Monday-Friday Location: Eufaula Primary School The following documents are required for registration to be complete: __Age verification documentation, ie, birth certificate or suitable alternative __Social Security card/number __Photo ID (for parent/legal guardian) __Current up to date Alabama Immunization Form __ 2 Proofs of Residency (Current utility bills (power AND water) in name of parent/guardian or other acceptable documentation) __*Legal guardianship paperwork if registered by legal guardian All Kindergarten students are accepted for enrollment if residency requirements are met. If your child is currently enrolled in ECS Pre-K program and completes the year, they will automatically be enrolled for the 20-21 school year (no other registration required other than updated immunization). If your child attends another program such as Headstart, church pre-school, etc. you will need to register your child. **June & July registration for Kindergarten will be at EPS Mon-Thurs from 8:00 AM- 3:00 PM** Please call 334-687-1140 Ext.
    [Show full text]
  • Apple Distinguished Schools May 2020
    Apple Distinguished Schools Europe, Middle East, Overview Americas Asia Pacific Higher Education School Profiles India, Africa We believe Apple Distinguished Schools are some of the most innovative schools in the world. They’re centers of leadership and educational excellence that demonstrate our vision of exemplary learning environments. They use Apple products to inspire student creativity, collaboration, and critical thinking. Leadership in our recognized schools cultivate environments in which students are excited about learning, curiosity is fostered, and learning is a personal experience. Americas Asia Pacific Europe, Middle East, India, Africa Brazil > Australia > Belgium > Poland > Canada > China > Denmark > South Africa > Mexico > Hong Kong > France > Spain > United States > Indonesia > Germany > Sweden > Japan > India > Switzerland > Malaysia > Ireland > Turkey > 535 New Zealand > Italy > UAE > Schools Philippines > Netherlands > United Kingdom > Singapore > Norway > 32 South Korea > Countries Thailand > Higher Education Vietnam > View all > 2 Europe, Middle East, Overview Americas Asia Pacific Higher Education School Profiles India, Africa United States Click a school name to visit their website. Alabama Mater Dei High School, Santa Ana Lee-Scott Academy, Auburn McKinna Elementary School, Oxnard Madison Academy, Madison Merryhill Midtown Elementary and Middle School, Sacramento Piedmont Elementary School, Piedmont Oakmont Outdoor School, Claremont Piedmont High School, Piedmont Olivenhain Pioneer, Carlsbad Robert C. Fisler School,
    [Show full text]