DOCSLIB.ORG

Helping Your Child Learn History (PDF)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Helping Your Child Learn History (PDF) Helping Your Child Learn History U.S. Department of Education To order copies of this publication in English Rod Paige or Spanish write to: Secretary ED Pubs Office of Intergovernmental Education Publications Center and Interagency Affairs U.S. Department of Education Laurie M. Rich P.O. Box 1398 Assistant Secretary Jessup, MD 20794-1398; John McGrath or fax your request to: 301-470-1244; Helping Senior Director for Community Services, Partnerships and Recognition Programs or e-mail your request to: [email protected]. First published in May 1993. or call in your request toll-free: 877-433-7827 Your Child Revised in June 2004. (877-4-ED-PUBS). If 877 is not yet available in your area, call 800-872-5327 (800-USA-LEARN). This booklet is in the public domain. Those who use a telecommunications device for Learn History Authorization to reproduce it in whole or the deaf (TDD) or a teletypewriter (TTY), should in part for educational purposes is granted. call 800-437-0833. While permission to reprint this publication is not necessary, the citation should be: or order online at: www.edpubs.org/webstore/Content/search.asp. with activities for children in preschool through grade 5 U.S. Department of Education, Office of Intergovernmental and Interagency Affairs, This publication is also available on the Helping Your Child Learn History, Department’s Web site at: Washington, D.C., 2004. www.ed.gov/pubs/parents/hyc.html. On request, this publication is available in alternative formats, such as Braille, large print, or computer diskette. For more information, please contact the Department’s Alternative Format Center 202-260-9895 or 202-205-8113. Children’s books are mentioned in this booklet as examples and are only a few of many appropriate children’s books. Other materials mentioned are U.S. Department of Education provided as resources and examples for the reader’s Office of Intergovernmental and Interagency Affairs convenience. Listing of materials and resources in this book should not be construed or interpreted as an endorsement by the Department of any with generous support from private organization or business listed herein. Foreword Contents Imagine that you wake up one morning to find out you have no memory! You’re not Introduction . .1 able to remember who you are or what happened in your life yesterday or the day History Habits . .1 before that. You’re unable to recognize your children, and you can’t communicate with Enjoying History With Your Child . .3 neighbors and other people because you no longer know how to greet them, and you How to Use This Booklet . .4 can’t understand what they are saying. You don’t remember what the words “elections,” Some Basics . .5 “wars,” or “movies” mean. What Is History? . .5 A New Look at the Study of History . .7 Geography: An Important Tool for Learning and Understanding History . .8 Just as having no personal memory deprives us of a sense of our own identity, having no Activities . .10 historical memory deprives us of a sense of our national identity and, in the words of Mrs. History as Story . .11 Lynne V. Cheney, noted author and wife of the vice president of the United States, of “a Listen My Children . .12 perspective on human existence.” Knowledge of U. S. history enables us to understand What’s the Story? . .14 our nation’s traditions, its conflicts, and its central ideas, values and organizing principles. History Lives . .16 Cooking Up History . .17 Knowledge of world history enables us to understand other cultures. In addition, without Rub Against History . .20 historical memory, we miss a great source of enjoyment that comes from piecing together Our Heroes! . .22 the story of the past—our own, our nation’s and the world’s. Our historical memory is Learning How to Learn . .23 enriched by our understanding of geography, which lets us better see the physical All About Our Town . .25 context of cultures and environments around the world and across time. In the Right Direction . .27 What’s News? . .29 History on the Go . .31 Through the No Child Left Behind Act of 2001, President George W. Bush has made clear his History as Time . .33 commitment to the goals of raising standards of achievement for all children and of School Days . .35 providing all children with highly qualified teachers and with instruction that is based on Put Time in a Bottle . .37 scientific research. Helping Your Child Learn History is part of the presidentÌs efforts to Quill Pens & Berry Ink . .39 provide families with the latest research and practical information that can help them to Time Marches On . .41 support their childrenÌs learning at home. The Past Anew . .43 Weave a Web . .44 Time to Celebrate . .46 It’s in the Cards . .48 By showing interest in their children’s education, families can spark enthusiasm in them Working With Teachers and Schools . .50 and lead them to a very important understanding—that learning can be enjoyable as well Bibliography . .55 as rewarding and is well worth the effort required. Resources . .56 Federal Sources of Information . .56 We hope that you find this booklet a valuable tool for developing and reinforcing your Web Sites . .57 child’s interest in and knowledge of history—and that you and your family may increase Publications for Parents . .58 your appreciation for why such knowledge is important. Books for Children . .59 Children’s Magazines . .70 Acknowledgments . .72 ii Helping Your Child Learn History Helping Your Child Learn History iii Introduction Children are born into history. They have no memory of it, yet they find themselves in the middle of a story that began before they became one of its characters. Children also want to have a place in history—their first historical questions are: “Where did I come from?” and “Was I always here?” These two questions contain the two main meanings of history: It’s the story of people and events, and it’s the record of times past. And because it’s to us that they address these questions, we are in the best position to help prepare our children to achieve the lifelong task of finding their place in history by helping them learn what shaped the world into which they were born. Without information about their history, children don’t “get” a lot of what they hear and see around them. Although parents can be a positive force in helping their children develop “A system of education that fails to nurture an interest in history, they also can undermine their children’s attitudes memory of the past denies its students by saying things such as: “History is boring,” or “I hated history class a great deal: the satisfactions of mature when I was in school.” Although you can’t make your child like history, thought, an attachment to abiding concerns, you can encourage her1 to do so, and you can take steps to ensure that a perspective on human existence.” she learns to appreciate its value. To begin, you can develop some of the following “history habits” that — Mrs. Lynne V. Cheney show your child that history is important not only as a school subject but in everyday life. Author and Wife of U.S. Vice President Dick Cheney History Habits Habits are activities that we do on a regular basis. We acquire habits by choosing to make them a part of our life. It’s worth the time and effort to develop good habits because they enhance our well-being. The following history habits can enrich your life experiences and those of your child. 1. Please note: In this booklet, we refer to a child as “she” in some places and “he” in others. We do this to make the booklet easier to read. Please understand, however, that every point that we make is the same for boys and girls. iv Helping Your Child Learn History Helping Your Child Learn History 1 Share family history with your child, particularly your own memories Enjoying History With Your Child of the people and places of your childhood. Encourage your parents and As a parent, you can help your child want to other relatives to talk with your child about family history. learn in a way no one else can. That desire to learn is a key to your child’s success, and, of Read with your child about people and events that have made a course, enjoyment is an important motivator for difference in the world and discuss the readings together. (The list of learning. As you choose activities to do with publications in the Resources section at the end of this booklet can serve your child, remember that helping her to learn as a starting point for choosing materials.) history doesn’t mean that you can’t have a good time. In fact, you can teach your child a lot through play. Here are some things to do to make Help your child know that the people who make history are real history both fun and productive for you and your child: people just like her, and that they have ideas and dreams, work hard and experience failure and success. Introduce your child to local community 1. Use conversation.
Load more

Recommended publications
  • Pedagogical Quality in Preschool an Issue of Perspectives
    GÖTEBORG STUDIES IN EDUCATIONAL SCIENCES 160 Sonja Sheridan Pedagogical Quality in Preschool An issue of perspectives ACTA UNIVERSITATIS GOTHOBURGENSIS ISBN etc. To my dearest loved ones: my husband Joseph, my daughter Tina and my son Tony Abstract Title: Pedagogical Quality in Preschool – An issue of perspectives Language: English Keywords: Pedagogical quality, external evaluations of pedagogical quality, self- evaluations of pedagogical quality, a model of competence development, children’s rights ISBN: 91-7346-403-1 The main aims of this thesis on the pedagogical quality in preschool are: to define and describe a pedagogical concept of quality; to explore how quality is experienced and valued from different perspectives; to find out what characterises a pedagogical environment of high quality; and to discuss how those characteristics can be used to improve the quality of pre- school. The thesis comprises four studies, a meta-perspective of the results of these and a theoretical framework. Two studies were part of a project, which aimed to improve the peda- gogical quality in 20 preschools. The use of both external and self-evaluations of quality with ECERS gave an opportunity to compare these evaluations with one another as well as using the results to plan the content of a targeted development programme. In the third study, three preschools evaluated to be of low quality and three of good quality were selected for in-depth studies. Thirty-nine five-year-old children were interviewed about their conceptions of decision-making and how they experienced their possibilities for exercising influence in their own preschool. In a comparative study between Germany and Sweden, researchers made parallel and independent evaluations of the quality with ECERS in 20 preschools, 10 in each country.
    [Show full text]
  • History Invades the Preschool Classroom
    Journal of Modern Education Review, JSSN 2155-7993, USA June 2013, Volume 3, No. 6, pp. 478-483 ©.Academic Star Publishing Company, 2013 http://www.academicstar.us History Invades the Preschool Classroom Bobbie Gibson Warash, Jessica Day, Melissa Workman, Jessica Troilo, Keri Law, Meghan Devito (West Virgiltia University, 507 Allen Hall, Morgantown WV 26506-6122, USA) Abstract: Young children in a university nursery school engaged in a personal history project. Even with obvious developmental limitations to understanding past events, young children investigated occurrences of the past related to their families. The concepts of centration, reversibility, and transductive thinking impact the cognitive thinking ofthe young child and certainly present a limitation in young children's s~dy of history in the typical manner. However, accounting for these limitations of a young child's thinking, it is important to understand and respond to their capabilities. With this in mind, a simple pictorial family tree was designed and completed by parents. The tree listed only immediate family members as far as the great great grandparents. Interesting tidbits about the family member were included and used to entice the children in their personal study. The results of the project were multifaceted with the engagement of not only children but family members. Key words: early childhood, project, history 1. Introduction Imagine, a young child talking to another child on the preschool playground about how the computer his grandfather used was as large as the school. Using the personal infonnation provided by his parents about his grandfather, the teacher helped Sam visualize the size of the large computer of the early 1970's by using yarn the same length as the circumference of the computer.
    [Show full text]
  • Powerful, Joyful, Rigorous Language and Literacy Learning
    A Preschool – 5th Grade Model Preschool Powerful, Joyful, Rigorous Language and Literacy Learning SOBRATO.ORG THE SEAL MODEL POWERFUL LANGUAGE LEARNING INTRODUCTION SEAL is a preschool through third grade program of the Sobrato Family Foundation. SEAL is designed to build the capacity of preschools and elementary schools to powerfully develop the language and literacy skills of young Dual Language/English Learner children, to support development, and to close the academic achievement gap by fourth grade. It is also a model of language-rich, joyful and rigorous education for all children. SEAL develops rich, powerful language and literacy in the context of delivering a full curriculum. SEAL classrooms are alive with language! Language and literacy education is woven into all aspects of the school day. Children use high-level, complex language to talk about what they are learning, express their feelings and thoughts, ask questions, make predictions, and think through solutions to academic and social problems and tasks. Teachers model rich, expressive language and create environments where vocabulary and Teachers model rich, expressive language concepts come to life. Children learn through active hands-on, and create environments where academic play-based, project-based, inquiry focused opportunities to vocabulary and concepts come to life. engage with their world. For young Dual Language Learners, SEAL creates the learning conditions that build language and literacy skills necessary for participation in their multiple language and cultural worlds, the academic world and their communities. Whenever possible, SEAL promotes the development of biliteracy, affirming and supporting home language for Dual Language Learner children and families, and developing high levels of proficiency in both Spanish and English.
    [Show full text]
  • Preschool Educational Practice Guidelines for Preschool Teachers
    STATE OF ISRAEL MINISTRY OF EDUCATION PRESCHOOL EDUCATION DIVISION PRESCHOOL EDUCATIONAL PRACTICE GUIDELINES FOR PRESCHOOL TEACHERS תש”ע - 2010 1 Co-Authors: Aviva Sverdlov Ora Goldhirsch Dr. Ester Barocas Esther Ron Graciela Budnick Hava Biger Tova Shmueli Judith Finkiel Monica Winokur Mia Ronis Martine Worms Dr. AnatSela Fatma Kasem Ronit Amir Shirit Tallis SaritaSpokojny Tamar Eilon Coordinator: Sima Hadad Ma-Yafit, Head of Preschool Education Division Academic and Technical Reviewers: Prof. Eva Teubal Dr. Rina Michaelovitz Published by: Gaaf Advertising, Ministry of Education עשייה חינוכית בגן הילדים קווים מנחים לצוות החינוכי 2 TABLE OF CONTENTS Preface 4 Introduction 7 Preschool Teachers’ Commitment 8 Developmental Processes in Preschool Age Children 11 Optimal Preschool Climate 13 Preschool Staff 16 Class Organization and Administration 18 Educational Goals, Work Plans and Syllabus 22 Preschool Curricular Content 32 Working in Small Groups 35 Adapting Teaching Practice to Children’s Ways of Learning 37 Parents as Partners in the Educational Processes 40 References and Professional Literature Recommended for Further Reading 44 APPENDICES Appendix 1 - Optimal Preschool Climate 47 Appendix 2 - Suggested Daily Schedule for the Extended- Day Preschool in the “New Horizons” Program 53 Appendix 3 - Operational Aims, Goals and Expected Behaviors following the Core Curriculum 60 Appendix 4 - A Strategy for Teaching-Learning in Small Groups 67 3 PREFACE The essence of preschool activity centers on the child and the educational process. The continuous educational process in the school system places particular emphasis on the children’s individual personality from the moment they start preschool, providing for their physical, emotional, social and intellectual needs, allowing them to fulfill their potential, develop their inner creativity and widen their fields of interest.
    [Show full text]
  • Kindergarten Teacher's Pedagogical Knowledge and Its Relationship with Teaching Experience
    International Journal of Academic Research in Progressive Education and Development Vol. 9 , No. 2, 2020, E-ISSN: 2226-6348 © 2020 HRMARS Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience Norzalikah Buyong, Suziyani Mohamed, Noratiqah Mohd Satari, Kamariah Abu Bakar, Faridah Yunus To Link this Article: http://dx.doi.org/10.6007/IJARPED/v9-i2/7832 DOI:10.6007/IJARPED/v9-i2/7832 Received: 13 April 2020, Revised: 16 May 2020, Accepted: 19 June 2020 Published Online: 29 July 2020 In-Text Citation: (Buyong, et al., 2020) To Cite this Article: Buyong, N., Mohamed, S., Satari, N. M., Abu Bakar, K., & Yunus, F. (2020). Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience. International Journal of Academic Research in Progressive Education & Development. 9(2), 805-814. Copyright: © 2020 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 9(2) 2020, Pg. 805 - 814 http://hrmars.com/index.php/pages/detail/IJARPED JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics
    [Show full text]
  • The Role of Professional Development in Creating
    Draft: Please do not cite or distribute without permission of authors The Brookings Institution 1775 MASSACHUSETTS AVENUE, NW WASHINGTON, DC 20036-2188 TEL: 202-797-6297 FAX: 202-797-6004 WWW.BROOKINGS.EDU Welfare Reform & Beyond Working Paper1 THE ROLE OF PROFESSIONAL DEVELOPMENT IN CREATING HIGH QUALITY PRESCHOOL EDUCATION BY MARTHA ZASLOW AND KATHERINE TOUT, CHILD TRENDS KELLY MAXWELL AND RICHARD CLIFFORD, FPG CHILD DEVELOPMENT INSTITUTE OCTOBER 2004 PAPER PREPARED FOR THE BROOKINGS INSTITUTION – UNIVERSITY OF NORTH CAROLINA CONFERENCE ON “CREATING A NATIONAL PLAN FOR THE EDUCATION OF 4-YEAR-OLDS.” 1 This working paper from the Brookings Institution has not been through a formal review process and should be considered a draft. Please contact the authors for permission if you are interested in citing this paper or any portion of it. This paper is distributed in the expectation that it may elicit useful comments and is subject to subsequent revision. The views expressed in this piece are those of the authors and should not be attributed to the staff, officers or trustees of the Brookings Institution. Martha Zaslow is a Senior Scholar at Child Trends. Kathryn Tout is a Research Associate at Child Trends Richard Clifford is a Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina, Chapel Hill Kelly Maxwell is a Scientist at the the Frank Porter Graham Child Development Institute at the University of North Carolina, Chapel Hill 1 Draft: Please do not cite or distribute without permission of authors Brookings Working Paper The Role of Professional Development in Creating High Quality Preschool Education Martha Zaslow and Kathryn Tout, Child Trends Kelly Maxwell and Richard Clifford, FPG Child Development Institute available online at: http://www.brookings.edu/es/research/projects/wrb/200409conference.htm This paper focuses on professional development as a contributor to high quality preschool education.
    [Show full text]
  • ALE Process Guide (Final)
    Alternative Education Process Guide Division of Elementary and Secondary Education, Alternative Education Unit March 2021 Alternative Education Unit Contact Information Jared Hogue, Director of Alternative Education Arkansas Department of Education Division of Learning Services 1401 West Capitol Avenue, Suite 425 Little Rock, AR 72201 Phone: 501-324-9660 Fax: 501-375-6488 [email protected] C.W. Gardenhire, Ed.D., Program Advisor Arkansas Department of Education Division of Learning Services ASU-Beebe England Center, Room 106 P.O. Box 1000 Beebe, AR 72012 Phone: 501-580-5660 Fax: 501-375-6488 [email protected] Deborah Bales Baysinger, Program Advisor Arkansas Department of Education Division of Learning Services P.O. Box 250 104 School Street Melbourne, AR 72556 Phone: 501-580-2775 Fax: 501-375-6488 [email protected] 2 Introduction The purpose of this document is to supplement the Arkansas Department of Education - Division of Elementary and Secondary Education (DESE) Rules Governing Distribution of Student Special Needs Funding and the Determination of Allowable Expenditures of Those Funds, specifically Section 4.00 Special Needs - Alternative Learning Environment (ALE). Individuals using this document will be guided through particular contexts in the alternative education process. Each context provides a list of sample forms that can be used to satisfy regulatory compliance, a walk-through of those forms, and an overview of the process. Resources are provided where appropriate. For more information, please contact the Division of Elementary and Secondary Education, Alternative Education Unit. Throughout the document, green text boxes containing guidance will offer information and requirements for ALE programming.
    [Show full text]
  • Preschool to Kindergarten IEP Transition
    Preschool to Kindergarten IEP Preschool to Kindergarten IEP Transition OFFICE OF EARLY LEARNING AND SCHOOL READINESS September 2019 Introduction The Office of Early Learning and School Readiness provides technical assistance and resources for our partners working with families, preschool staff and communities to meet the individual needs of preschool children with disabilities. The goal of this manual is to offer information to preschool programs and school districts that are responsible for planning, developing and implementing the individualized education program (IEP) of a child who is leaving preschool to enter kindergarten. This guidance will help the child’s IEP team plan for his or her success, making the transition from preschool to elementary school a positive experience. Please contact the Preschool Special Education team for further assistance at [email protected] or (614) 369-3765. PAGE 2 | Preschool to Kindergarten IEP Transition | September 2019 One Combined, Preschool and Kindergarten IEP or Two Subsequent IEPs: (Preschool then Kindergarten)? First, the IEP team must decide whether it will develop and implement one IEP for the preschool special education student that will transition with the child to kindergarten or develop a preschool IEP and later assemble the school-age IEP team to develop a subsequent school-age IEP for the child’s kindergarten year. The team should consider the advantages and disadvantages of both scenarios and which set-up best meets the needs of the child. The team also must ensure the child’s special education and related services are not interrupted in the preschool to kindergarten transition. Option 1: Combined IEP Developing and implementing a combined IEP may streamline the process for the child transitioning from preschool to kindergarten by reducing the paperwork required and minimizing scheduling difficulties for IEP team members.
    [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]
  • Kindergarten Program Guide
    KINDERGARTEN PROGRAM GUIDE For more information on school operations and programs, please refer to the Grades PK-6 Student-Parent Handbook Scot T. Prebles, Superintendent Mike Broadwater, Assistant Superintendent Natasha Adams, Director of Curriculum, Instruction, Assessment Anita Eshleman, Coordinator of Elementary Programs www.foresthills.edu * (513) 231-3600 * 7946 Beechmont Ave. 1 TABLE OF CONTENTS Page 3 Vision/Mission/Beliefs Page 3 Kindergarten Philosophy Page 3 Curriculum Page 4 Kindergarten and First-Grade Readiness Page 6 Assessment Page 7 Academic Choice Time Page 8 Digital Literacy Page 9 Schedule Page 11 Special Education Page 11 Gifted Education Page 11 English Language Learners Page 12 Frequently Asked Questions Page 14 Directory 2 VISION Striving to ensure success for all students. MISSION The mission of Forest Hills School District is to provide educational opportunities that enable students to acquire the knowledge, skills and personal qualities necessary for responsible citizenship and lifelong learning. BELIEFS We believe learning . ● Occurs in different ways, depending on abilities, readiness, and interests. ● Takes place through research, questioning, exploring, experimenting, and problem-solving. ● Requires inclusion of reading, writing, numeracy, and digital literacy in all content areas. ● Occurs by acquiring skills and knowledge, and application of what is learned to other contexts. ● Requires active and social collaboration and interaction. ● Takes place when learners are secure, valued, and able to take risks. ● Is engaging, meaningful, purposeful, and challenging. ● Includes reflection and requires learners to be responsible for their learning. KINDERGARTEN PHILOSOPHY The Forest Hills School District kindergarten program is shaped by the belief that all children are capable, engaged learners who thrive in a child-centered, safe environment.
    [Show full text]
  • Kindergarten Entrance Ages: a 35 Year Trend Analysis Updated May 2011
    Kindergarten Education Commission of the States • 700 Broadway, Suite 1200 • Denver, CO 80203-3460 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org Kindergarten Entrance Ages: A 35 Year Trend Analysis Updated May 2011 There has been a trend in the states over the last 30 years to establish a cutoff date earlier in the year for children entering kindergarten. In 1975, of 30 states that established a cutoff date, nine required students to have turned 5 by a certain date in September or earlier (30%). By 1990, 42 states established a cutoff date and of those, 28 required that students must turn 5 by a certain date in September or earlier (67%). By 2005, 45 states established a cutoff date, and 33 of those required that students must turn 5 by a certain date in September or earlier (77%). By 2010 45 states established a cutoff date, and 36 of those required that students must turn 5 by a certain date in September or earlier (80%). According to the ECS report, Full-Day Kindergarten: A Study of State Policies in the United States, lawmakers consider a number of assumptions when deciding to raise the entrance age for kindergarten: “From a policy perspective…raising the kindergarten entrance age will increase student achievement because they [lawmakers] believe older children are better prepared for success.” “From a fiscal perspective, raising the kindergarten entrance age creates a one-time decrease in the education budget as it reduces the number of children who enroll…when the age change takes effect.” “From a child’s perspective, raising
    [Show full text]
  • DEER CREEK SCHOOLS PRE-KINDERGARTEN ENROLLMENT PROCEDURES 2020-2021 Due to Student Population Growth and Restricted Capacity, Al
    DEER CREEK SCHOOLS PRE-KINDERGARTEN ENROLLMENT PROCEDURES 2020-2021 Due to student population growth and restricted capacity, all Pre-Kindergarten classes will be held at Rose Union Elementary for the 2020-2021 school year. The consolidation of Pre-Kindergarten classes to Rose Union will allow us to continue providing a quality program for our Pre-K students while accommodating student growth in all of our elementary sites without changing elementary boundaries through the redistricting process. A free Pre-Kindergarten program will be offered on a space available basis for the 2020-2021 school year at the ​ ​ following site: Rose Union. The Pre-Kindergarten program enrollment will be open across the district. At the completion of the Pre-Kindergarten year, students attending Pre-Kindergarten should expect to attend their neighborhood school for Kindergarten. ELIGIBILITY: ​ ⑨ Students must be at least four years of age on or before September 1, 2020, or not five years of age before June 1, 2021. (Born between June 1, 2015 and September 1, 2016) ​ ⑨ Parent or legal guardian must be a resident of the Deer Creek Public School District. ​ APPLICATION PROCEDURES: ⑨ Parents who are interested in having their child in one of the full day Pre-Kindergarten classes may complete the online application located on the district website. ⑨ Online applications will ONLY be accepted until January 22, 2020, for initial Pre-Kindergarten placement. ​ ​ ​ ONLY ONE APPLICATION PER CHILD MAY BE SUBMITTED. IF MORE THAN ONE APPLICATION FOR A CHILD IS SUBMITTED, ALL APPLICATIONS FOR THAT CHILD WILL BE ​ ​ WITHHELD FROM THE DRAWING AND THE CHILD’S NAME WILL BE ADDED TO THE BOTTOM OF THE WAITING LIST.
    [Show full text]