[0:42] [music] [0:45] Hello, I'm Karen Kepler, principal at [0:47] Meadow Ridge Elementary School, and we [0:49] are So excited to have you join our [0:51] Cardinal community. [0:53] >> Hi, I'm Ross Williams, principal here at [0:55] Sunset Hill. We cannot wait to have you [0:58] join our district and community. [1:01] GREENWOOD KINDERGARTEN FAMILIES. I'm Dr. [1:04] G. I get to be principal at your school. [1:08] And at Greenwood, we are here to help [1:10] every child learn how to read and want [1:13] to read. Let's get this reading party [1:15] started. [screaming] [1:18] >> Welcome. I'm Mary McAy, principal at [1:20] Gleon Lake Elementary, and I'm excited [1:23] for you to join our school and become a [1:24] Gator. [1:26] >> I'm Sarah Battonai, the principal at [1:27] Oakwood Elementary. We're super excited [1:29] to have you here at Oakwood. Go Eagles. [1:33] Hi everyone, I'm Jenny Berg, the [1:35] principal at Northwoods Elementary [1:36] School, and we are so excited to welcome [1:39] you to our pack. [1:43] Hi, I'm Ashley Paul. I'm the principal [1:44] at Plymouth Creek Elementary. We are so [1:47] excited to welcome your incoming [1:48] kindergartener to our Plymouth Creek [1:50] community soon. We are the Plymouth [1:52] Creek Panthers and as a former [1:53] kindergarten teacher myself, I can tell [1:55] you we are thrilled to have you. Welcome [1:57] to Plymouth Creek. Hi, I'm Ki Wearman, [2:00] proud principal of Kimberly Lane [2:02] Elementary. And we are so excited to [2:05] have your kindergartenner join us at [2:07] Kimberly Lane and be a proud Coyote. [2:10] >> Hello future kindergarteners, or should [2:12] I say Bobcats. My name is Ashley [2:15] Farrington and I am the principal at [2:17] Birch View Elementary and we are so [2:20] excited to welcome you to our school [2:23] next year. Hello everyone. I'm Chase [2:26] Anderson, superintendent of Weisetta [2:28] Public Schools. On behalf of our entire [2:30] school district, we are thrilled to [2:32] welcome you to kindergarten at Weisetta. [2:35] This is such an exciting milestone, your [2:37] child's first big step into their [2:40] educational journey. We know you may [2:43] have questions and we want you to know [2:44] that we are here to support you every [2:47] step of the way. Our schools are filled [2:49] with caring teachers, engaging [2:51] classrooms, and a community dedicated to [2:54] helping every child learn, grow, and [2:56] have fun along the way. We're so excited [2:59] to partner with you and your family to [3:01] make this a wonderful start to your [3:03] child's learning adventure. Welcome to [3:06] Weisetta and get ready for an amazing [3:08] year ahead. Hi, I'm Dana Miller, the [3:11] executive director of teaching and [3:13] learning, and I want to share how [3:14] excited we are to welcome your young [3:16] learner and family to Wisetta Public [3:18] Schools. [music] In kindergarten, we [3:20] focus on creating a joyful and [3:22] supportive environment where every child [3:24] can thrive. Our curriculum is designed [3:27] to build those critical foundational [3:29] skills. From early literacy and math to [3:32] social development, all through engaging [3:35] hands-on activities led by highly [3:37] skilled and caring adults. We are [3:39] committed to helping your child get off [3:41] to a great start and continuing to build [3:44] a lifelong love of learning. Your child [3:46] will explore, discover, and have an [3:49] amazing time learning and growing with [3:50] us. I can't wait to see you in our [3:53] schools. Hi, I'm Judy from Weisetta [3:55] Public Schools Welcome Center. We're so [3:57] excited to welcome your child and family [3:59] to our district. Enrolling your [4:01] kindergartener is simple. Start by [4:03] visiting weisettachools.org [4:06] back/enrollment where you will be [4:08] directed to complete our online [4:10] enrollment form. Before you start the [4:12] form, please have three things ready. [4:15] First, proof of residence like a lease, [4:17] purchase agreement, or deed. Second, [4:19] your student's birth certificate. and [4:21] third, their immunization records. Once [4:24] we've received your enrollment form and [4:25] documents, we will process it and email [4:27] you an enrollment confirmation. My team [4:30] at the welcome center is here to help [4:31] you every step of the way. You can reach [4:33] us by email, phone, text, or just stop [4:36] by. We can't wait to get your student [4:38] enrolled and see them next year. See you [4:41] soon. [5:02] Hello, Weisettto Public Schools class of [5:04] 2039. We are so excited for you to be [5:07] joining us tonight and we couldn't be [5:09] more thrilled to welcome you into our [5:11] schools for the 26 27th school year. I'm [5:15] Zach Nelson. I work in the [5:16] communications and community ed [5:18] departments in the district. And we're [5:20] excited to spend about an hour with you [5:23] and go through kindergarten questions [5:24] that were submitted to us for this live [5:27] Q&A. A few technical notes before we get [5:30] started. There is a Q&A button in Zoom, [5:32] so you can go in there and answer and [5:34] ask all the questions you want. We'll [5:36] get to it as many as we can as time [5:39] permits. Closed captioning is available [5:42] in Zoom as well if you need it. And [5:44] finally, towards the end of the Q&A, we [5:47] will put a short survey in the Zoom chat [5:49] if you're able to fill that out. Judy [5:52] from the welcome center, who you just [5:53] saw in the video, is monitoring the Q&A. [5:57] So, joining me tonight are two of my [6:00] favorite people in the district who know [6:02] all the ins and outs of kindergarten, [6:05] and we'll be able to answer these [6:06] questions as we go. Ashley Paul is the [6:10] principal of Plymouth Creek Elementary. [6:12] She is [6:12] >> Panthers. She has been the principal [6:14] there for six years and was a [6:17] kindergarten teacher there before [6:18] becoming principal. And Dr. Brad [6:21] Gustoson, also known as Dr. G, [6:24] as the principal of Greenwood [6:26] Elementary. He's been the principal [6:27] there for 16 years. He thinks [6:31] it's [6:31] >> a good ballpark here. [6:32] >> Also known by kindergarteners every once [6:34] in a while. Here's the most recent one. [6:36] It was a little girl, and I didn't have [6:38] the heart to correct her. Mrs. [6:40] Gufferson. I mean, [6:42] >> has a ring to it, right? [6:43] >> So, yep. It's It sounds great. [6:45] [laughter] [6:46] And, uh, Brad was a second grade teacher [6:49] before that. So, before we get into the [6:52] questions, [6:54] there's probably a lot of feelings right [6:56] now for people watching. I have a [6:58] four-year-old at home and he will start [7:00] kindergarten next year. And the thought [7:02] of that is is a little intimidating. [7:06] It's exciting, but it's it's a lot. So, [7:10] how for people watching, how do we how [7:13] do we deal with that? [7:15] >> Okay, first of all, it's the best. Like, [7:18] kindergarten is the absolute best. And I [7:21] think one of the most important things [7:22] that as parents that can be modeled for [7:25] their kids is just like feeling the [7:27] feelings because [7:28] >> the kindergarteners are going to go [7:30] through it too. And so, I think as much [7:32] as we can normalize that sometimes we're [7:34] really excited and sometimes we're [7:35] really nervous or skited. Do you know [7:37] skited? [7:38] >> Nice. [7:38] >> Yeah. [7:39] um that we just feel it and it it [7:41] happens and and we navigate it and we [7:43] keep going. And so the adults in the [7:44] building are prepared to receive those [7:46] feelings from parents and from kids and [7:49] in the end it turns out to be okay. [7:51] >> It feels like yesterday our three kids [7:54] were entering kindergarten. It wasn't [7:55] yesterday, but I do remember just having [7:57] visions of I'm going to be that poised [7:59] cool dad and remember later in the year [8:02] our daughter got bumped in group or [8:04] something and I was I was hot like he [8:07] what he bumped you you know and I had to [8:09] I had to feel the feelings and it the [8:12] point there is a point um [8:14] >> it's okay to call and um ask for help or [8:18] wonder or have emotions like because you [8:20] will be excited there will be really [8:22] cool fun exciting things and and tears [8:25] of joy, but there will be probably [8:26] moments that are confusing and [8:27] frustrating and never apologize for [8:30] saying I'm, you know, sorry to bug you [8:31] or this is a small thing at it's [8:33] actually there's lots of big things and [8:35] we get to [8:36] >> like good big things. [8:37] >> So anyway, feel the feelings. [8:39] >> Feel the feelings. So if you're [8:40] watching, feel all that's [laughter] [8:42] deep. [8:44] >> All right, let's get into the questions. [8:45] We got a bunch of them submitted to us. [8:47] Again, put them in the Q&A. Judy will go [8:50] through them and we'll get to as many as [8:51] we can. So, first off, what will my [8:56] child learn in kindergarten? [8:58] >> All the things. Uh, so, of course, [9:00] there's the academic piece. U, a big [9:03] foundational piece of kindergarten is [9:04] really, um, mastering letters and [9:06] sounds. Um, and that's like by the end [9:09] of kindergarten, everyone will know [9:11] their letters and sounds and even put [9:12] them together to make words, which is a [9:14] really exciting process. um math [9:17] concepts, um patterns, shapes, um you [9:21] know, counting, understanding what a [9:23] number means, and then we learn to put [9:25] them together to make new numbers. Um [9:27] learn how to take them apart to make new [9:29] numbers. Um so, basic addition and [9:31] subtraction. Um there's a lot of of [9:34] learning how to be in control of [9:36] yourself and that looks a lot of [9:38] different ways and is practiced through [9:39] play and through um learning and [9:42] building stamina. Um, you know, social [9:45] is the I would say the biggest most [9:48] important part of kindergarten. Um, [9:50] learning how to, you know, you leave [9:51] your house and maybe you have siblings [9:52] or maybe you don't. Um, and there's a [9:54] there's a set of rules that you follow [9:56] in your home and then you come to school [9:59] with all of these strangers who want to [10:01] use the same things that you're using [10:03] um, and who come from their houses with [10:05] different rules. And so learning how to [10:06] live together in a space with other [10:08] people um, is really challenging and is [10:10] a really important part of kindergarten. [10:15] Yeah, it's amazing. I'm thinking of our [10:17] kindergarten teachers navigating and [10:19] teaching the micro skills or the skills [10:21] within the skills within the skills. The [10:23] things that maybe as a dad I take for [10:26] granted, but literally how to not not [10:28] just how to line up, but how to like how [10:30] to even stand up and walk and ask [10:32] questions. It's just really fascinating [10:34] to see the growth of our students in the [10:36] first day and week and and month. But [10:39] >> lots of that has to be taught. [10:43] explicitly. Yeah. We also want to teach [10:46] them to wonder and to explore the world [10:48] and to um ask questions and make sense [10:51] of things. And that looks different for [10:53] every child, but it's a it's a really [10:55] important part of their first year of [10:56] school. It it it lays the foundation in [10:58] so many ways for how they'll navigate [11:02] going through. And so, uh really doing [11:04] our best to make sure kids love their [11:05] kindergarten experience. [11:08] It's the best. And just remembering [11:12] So, logistically, [11:14] when when do they know who their child's [11:16] teacher is? [11:18] >> Um, usually the last week of August. [11:20] >> Yeah. [11:21] >> I mean, in part because we're we're [11:22] accepting enrollments all the way up [11:24] until that point and we're working [11:25] really hard to to make balanced classes [11:28] as best we can without actually knowing [11:30] who's coming through the door. Um, and [11:31] so we're looking at things like [11:33] birthdays and and other information that [11:35] we can collect from from families to to [11:37] make those lists, but usually the last [11:39] week of August. [11:41] So, we talked about what they're going [11:42] to learn. What does a typical day look [11:45] like? Because it's probably a big shift [11:48] for a lot of families, a lot of a lot of [11:50] students, that that full day of school. [11:53] What does that look like? [11:55] >> Well, it looks like joy. Um, kids are [11:59] hungry. Okay. So, here's the thing that [12:00] I always say parents should expect is [12:02] that their kids are going to feel hungry [12:04] and tired um for a long time, like [12:07] through October, I would say, because [12:10] they're again, they're building that [12:11] stamina and having to to um keep to a [12:15] schedule that they're not used to [12:16] keeping at home or even at at daycare [12:18] and so or prek or or whatever their [12:21] experience has been before they come. Um [12:23] the morning is is a gathering time [12:25] getting our our basic needs met. Um [12:27] being social. Um learning how to greet [12:30] one another kind of setting the the [12:32] stage for the day. So in lots of [12:34] classrooms that looks like a morning [12:35] meeting or a circle or some sort of [12:37] gathering. Um and then you know the the [12:40] different parts of the day academically [12:42] are are spread out in different ways [12:43] depending on the classroom and and the [12:45] building. But it's a good mix of um [12:47] building that whole group learning [12:49] stamina, gathering at the carpet, um [12:52] learning something new, and then kind of [12:54] get up and move and and and apply that [12:56] what you just learned. And so sometimes [12:58] that looks like talking to someone next [13:00] to you or it looks like going back to [13:02] your seat and and organizing some things [13:04] or writing some things. You know, it's [13:06] all scaffolded based on, you know, all [13:09] of those things that that you think [13:10] about kids doing in school have to be [13:13] explicitly taught in kindergarten. How [13:15] do we go back to our seats? What does it [13:16] look like to use these materials? Where [13:19] do I put it when I'm done? Um, and so I [13:22] think the whole day is a big [13:23] exploration. There's some rest time in [13:25] there, or some downtime, I should say. [13:26] Some kids will sleep um when they when [13:29] they get to school, and that's okay. It [13:31] means their bodies need it. Um, and and [13:33] some kids won't. No one's expected to [13:35] take a nap, but there's some downtime [13:37] built into the day. Um, lunch, recess, [13:39] of course. Our kindergarters go to [13:41] specialists every day. So 30 minutes of [13:43] time away from their classroom in [13:45] another space learning about music or [13:48] art or physical education, some [13:50] technology skills. What am I missing? [13:52] >> You didn't miss anything. There's a [13:54] little nuance that you alluded to and [13:56] it's the brain breaks that teachers [13:57] build in. I'm always impressed at how [13:59] teachers um intuitively and through [14:02] experience know that it's harder for [14:05] kindergarteners to [14:07] >> um dial in for 20 minutes straight. So [14:09] sometimes it's even after five minutes a [14:12] song or a dance or something that gets [14:14] them interacting in a different way than [14:16] they were for the the previous five [14:17] minutes. It's really cool and we're able [14:19] to do a lot with our kids because of [14:22] really it's teachers reading what kids [14:24] are needing and and making it happen. [14:27] >> Yeah, we actually have a day in the life [14:30] of a kindergartener video on our [14:32] website. Maybe Judy can throw the link [14:36] in the chat. It's it's kind of it's it's [14:38] short and obviously it's a cons concise [14:40] we didn't you know record the whole day [14:42] but it kind of gives an overview [14:44] visually of a day in the life of a [14:46] kindergartener so you can check that [14:48] out. [14:48] >> I'm glad you said it and if Judy is able [14:50] to throw the link for people to check [14:52] out I think it helps with those emotions [14:54] you talked about. So, if you and your [14:55] family and your kindergartener are [14:58] excited, [14:59] >> I think it'll give you something to see [15:00] that concrete will reinforce the [15:02] excitement like I'm excited to do that [15:04] or learn about that or ask about that. [15:06] >> If you're a little bit nervous or just [15:07] the fear of the unknown, which a lot of [15:09] people have, [15:10] >> um it will give you and your child an [15:12] anchor to kind of realize like, oh, that [15:14] is what that looks like and I think I [15:16] might be able to do that with help. [15:18] >> Yeah. So, go check that out. Okay. So, [15:22] as long as I've known Brad, [15:25] it's been very clear how much he loves [15:27] reading. [15:28] >> So, how is reading taught? What is the [15:33] district's school's literacy approach? [15:36] >> This is like a five hour podcast, right? [15:38] Here we go. I'm going to lean in. People [15:40] lean in. Uh brought a book for this one. [15:43] And so I think um 10 second aside [15:47] actually it'll be more like 20 seconds [15:48] but um Stanley's secret book about a [15:52] child who has a hidden talent who no one [15:55] really knows about at school until one [15:58] staff member just notices it and it [16:01] didn't come up through formal education. [16:04] It kind of came up in the in between uh [16:06] relationships and cadence and helping of [16:08] the day. So so that is his secret. He [16:10] actually loves tap dancing and the [16:12] school and the person who discovered it [16:14] helped him shine. So I equate that to [16:18] part of our mission isn't quote unquote [16:20] just to teach kids, you know, to uh [16:23] mastery of the standards. We want them [16:25] to find their shine and recognize the [16:28] shine in others. So how does that relate [16:30] to reading? I I think what I'm trying to [16:33] do or just consistently enjoy doing is [16:35] show that reading is more uh it is [16:38] decoding and it is phonics and also we [16:42] believe that we want it to be enjoyable. [16:44] It's a both. It's actually a higher bar. [16:46] So that's how that's how we approach [16:47] reading. We want all kids to learn how [16:49] to read and I'll tell you about kind of [16:52] our approach to that. We also want them [16:53] to want to read. We do that through [16:55] sharing our reading lives. We do it [16:57] through having just rich and robust [16:59] classroom libraries, having book access, [17:01] sending books home with kids, sending QR [17:04] code options in case your family is or [17:06] child are also interested in digital [17:08] copies of like our CCC um classroom [17:12] books. So, there's just lots of ways [17:13] where we're trying to help kids fall in [17:15] love with reading and then and then [17:16] practice uh on a more technical [17:19] standpoint. Um Ashley alluded to this, [17:21] but even just starting with the basics, [17:24] you know, letter identification, capital [17:27] letters, lowercase letter sounds, uh we [17:30] do get into site words and we'll send [17:33] regular siteword lists home to practice [17:36] just to build that and it's all [17:37] scaffolded and supported introduced at [17:39] school. So it really is practice. Um and [17:42] then uh our teachers are train uh across [17:45] the whole district and in kindergarten [17:48] as well. Um, we have our core reading [17:50] training which aligns with the read act [17:53] in Minnesota and science of reading. We [17:56] also have some some OG training um that [17:59] some of our elementary teachers in [18:02] particular in kindergarten do. So all of [18:03] that to say if people if any of that is [18:05] sounding familiar some families are [18:07] looking for that. They know it matters. [18:08] They know it can be a difference for [18:09] kids. [18:10] >> Th those are approaches that we're [18:12] using. I I think above and beyond. I'm [18:15] not trying to go jargon on anyone, but [18:17] maybe the better way to say it is we use [18:19] a multi-ensory approach, meaning yes, [18:22] there's text, but there's also things [18:25] kids love, even if they don't know how [18:27] to read yet, which which they don't. [18:30] That's why they need us to teach them. [18:31] Um, so like drawing letters and sands [18:34] and and talking and listening and and [18:37] all of the fun in between just to give [18:40] them literacy rich experiences that um [18:43] are not just like heavy and bound to a [18:46] work a worksheet. They're inspiring and [18:49] collaborative and they can celebrate [18:52] progress and like go goals are tracked [18:54] and we we know where kids are at with [18:56] the letters they know and just we keep [18:58] working with them and moving. So, in a [19:00] nutshell, that's part of our approach. [19:03] >> That's great. One question that came in [19:06] in the Q&A was around [19:09] the differing levels of reading when [19:12] students get there. Um, obviously, a lot [19:14] of students are going to be learning it [19:15] for the first time, but there might be [19:17] some students that are they know how to [19:20] read. So, how do you handle differing [19:23] levels of um when it comes to those [19:27] reading abilities? [19:29] Yeah, I'm curious and excited to hear [19:31] how Ashley might just from personal [19:33] experience um and her leadership work [19:36] now as well. But for for us, I think as [19:38] a whole as a district, it's a beautiful [19:40] thing. And we I think we see our role [19:44] and opportunity as um we want to be [19:47] ready for students as opposed to making [19:49] sure they're at a certain level or that [19:50] everyone's at a tire before they come to [19:53] us. So, it is embraced. It's not just [19:55] whole group, there's small groupoup [19:57] experiences where we can help every [19:59] child learn um no matter where they're [20:02] at. So those are just a couple ways that [20:04] seamlessly integrate into the day. I [20:06] think teachers also do a really nice job [20:07] with differentiating questions. So [20:10] that's one way where a whole class, a [20:12] whole group can enjoy and be part of and [20:15] contribute to a conversation about a [20:17] book or making [20:18] >> connections to a character, the plot [20:20] because teachers are just really good at [20:23] um having questions that engage everyone [20:26] in different ways. But how [20:28] >> um what would you add to that? [20:30] >> Yeah, I would say it's one of the one of [20:32] the most magical parts of kindergarten. [20:34] I I think it's the the grade with the [20:37] broadest range. of abilities um in a [20:41] space and then and then they're little [20:43] on top of it. And so some of some of the [20:45] differentiation that happens in the [20:47] classroom is actually natural because [20:49] kids are naturally curious and so [20:51] they're seeking more when they're ready [20:54] for more. Um kindergarten teachers are [20:56] masterful at um assessing where students [21:00] are and assessing. Assessment looks a [21:02] lot of different ways. Sometimes it [21:03] looks like an interview. Sometimes it [21:04] looks like an observation. Sometimes it [21:07] looks like um you know actual [21:10] you know academic related questions or [21:12] information you're seeking. But um [21:14] teachers are masterful at at doing that [21:17] and knowing what kids need so that they [21:19] know what to do next. Our reading [21:20] curriculum in particular has [21:22] differentiated [21:24] um uh opportunities in it through the [21:27] use of of guided reading or what we [21:29] would call sets in our curriculum. And [21:31] so there's a there's an academic [21:33] assessment that happens that all of our [21:35] teachers do for each student multiple [21:37] times a year to make sure that the [21:39] instruction they're receiving from a [21:40] phonics standpoint and an individualized [21:42] reading standpoint matches the skills [21:44] that they have and the abilities that [21:45] they have. Um [21:48] yeah, [21:50] >> another question we got in the Q&A I [21:52] think touches on part of what you both [21:55] alluded to. [21:57] How do you know if your child's ready [21:59] for kindergarten? like it's obviously a [22:03] ways away for people watching, but how [22:05] do you know if your child's ready? [22:08] >> We get that question a lot. You know, as [22:11] a as a kindergarten teacher, I would [22:13] always tell families they're ready if [22:14] they're five by September 1st. Um, from [22:17] a school standpoint, we are ready for [22:19] your child when they are five years old. [22:22] I think as as parents, you know, your [22:24] child best and um you know, that looks [22:27] different for different families to [22:28] navigate and kids come to us with a [22:32] broad range of skills and abilities um [22:34] and talents and strengths and we are [22:36] ready to receive them where they're at [22:38] and then help them get to that next [22:40] stage, whatever that looks like. And so [22:44] um I guess I would say I don't think [22:46] there's a wrong decision that families [22:47] make. Uh we are just ready. We're just [22:50] ready for them. [22:52] >> That's great. [22:54] Okay. So, [22:57] how will schools assess progress for [23:01] students for kindergarteners? [23:04] >> Yeah, I we do it on an ongoing basis. [23:08] And so, probably when I went to school, [23:10] at least in my mind, it was more of like [23:12] a I don't know, a time test or a [23:13] worksheet or something like that. how it [23:16] plays out now is all of the ways that [23:19] Ashley alluded to and then some um [23:21] observation. There's conferring like [23:23] just reading with or next to or to a [23:26] student and asking questions. There's [23:29] observation even of how they're playing. [23:31] Um but but relative to literacy, just [23:34] keeping a record of what a student is [23:38] has learned and what they need next to [23:40] keep progressing. um we we monitor just [23:43] to make sure they're maintaining that [23:44] and you know don't take it for granted [23:46] that they knew it before a break that [23:48] they would know it after a vacation and [23:50] things like that. But it really is this [23:52] beautiful ongoing thing. And one of the [23:54] cooler things that our school district [23:57] um has done over the last several years [24:00] is worked in teams and kind of have this [24:03] schoolwide PLC approach, but certainly [24:05] amongst the whole kindergarten team of [24:07] teachers. So you your uh your child [24:10] isn't just getting um a great teacher [24:13] for them, they're getting the benefit [24:14] and expertise of other teachers who are [24:17] also learning about different ways to [24:19] assess and learn and and make a [24:22] difference for kids. So if it sounds a [24:24] little bit u it's not intended to be [24:25] ambiguous, but assessment is frequent. [24:29] It's formative and um lower key. Every [24:32] once in a while it might feel a little [24:34] bit more [24:35] >> formal at that age, but it's uh I think [24:37] it's pretty studentfriendly. Sometimes [24:40] they'll work with a really friendly [24:41] other adult. Sometimes it's a pair of [24:43] professional who will check in on [24:45] >> on letter sounds and things like that. [24:47] And part of I think the whole um [24:49] assessment isn't for a grade and that's [24:51] kind of how I grew up. You know, we we [24:53] give a test for a report card grade, but [24:55] really it's used to inform teaching and [24:58] learning. So that's why we have to do it [25:00] or get to do it. so much because we want [25:03] to provide teaching that's responsive. [25:05] >> I just would add to that um we believe [25:09] that school is more than academics and [25:12] that that we're developing the whole [25:15] child. Um and so with that like [25:18] monitoring progress looks like more than [25:20] checking letters and sounds or can they [25:22] count to 100 or or some of those [25:24] foundational skills that are really [25:25] important in kindergarten. And so [25:26] sometimes kids come to us um being a [25:29] very fluent reader and also they've [25:31] never used a pair of scissors. And so [25:33] there's like we're always learning [25:35] something. There's always something to [25:37] practice and always something to grow [25:38] in. [25:40] >> Speaking of practice, [25:42] about homework, is homework a thing in [25:44] kindergarten? [25:46] So we so [25:49] at practice is how I tend to view it [25:51] because um what we try to not do is send [25:54] homework that your child is unfamiliar [25:56] with and and won't be able to do [25:58] independently. I know that's saying a [26:00] lot with our youngest learners, but we [26:02] do have some things that are provided as [26:04] needed. For example, if a a student is [26:08] needing a little extra practice on [26:10] letter ID, we we can help with that and [26:12] send resources. We might not deploy it [26:14] to everyone. There are some things that [26:16] come, you know, weekly, for example, [26:19] whether it's a a take-home book bag so [26:21] that your child can have books to read [26:23] and practice and repeatedly read, not [26:25] just one time, but there there's a lot [26:27] of value for for a lot of kids on having [26:30] that success over and over and then [26:32] working on different things with the [26:33] book. Um, there are also some things [26:34] that are a little more regular than [26:36] weekly, like the site word list that I [26:38] alluded to earlier, just so kids can not [26:40] only decode, but then begin to to [26:42] recognize what they're learning and [26:45] commit it to to memory. Uh, or or just [26:49] make a more efficient brain connection, [26:50] I guess. Um, there are some some pieces [26:53] I'm missing. So eventually in the year [26:56] and I forget if it's after a month or so [26:58] um you might start seeing some home [27:00] connections from our bridges math come [27:03] home and um homework uh practice [27:06] homework. It's not intended to be a a [27:09] thing that's too long or stressful or a [27:12] headache. If that's happening just call [27:13] us or work with the teacher. We I mean [27:15] we have those conversations. It's [27:17] intended to be kind of a light [27:18] opportunity to connect for your child to [27:21] practice a little bit. If it turns into [27:22] more different than that's helpful, let [27:25] us know. [27:26] >> I would say also the the math homework [27:29] that comes home um initially is is [27:32] really designed for students to [27:33] experience success while completing [27:36] homework. And so the first few math [27:38] pages are uh look like tracing numbers [27:41] and things like that. And sometimes we [27:42] get feedback from parents like, well, my [27:44] child can do way more than this. And [27:45] it's like, we know they can. and we want [27:47] them to be able to share and and what it [27:49] feels like to feel successful to have [27:51] completed something and to be able to [27:52] share and talk about that at home. [27:54] >> Yeah. I think another interesting thing [27:56] is it's really interesting how kids [27:58] sometimes will see school through the [28:00] eyes of the adults in their lives, [28:02] families included. But um over the years [28:06] sometimes homework uh get gets a bad [28:09] wrap partly because it just has become [28:10] too much or maybe we're sending things [28:12] home that aren't super helpful. But we [28:14] also want to send home things that kids [28:16] are super excited about. So social [28:18] studies, there's maybe fourish times a [28:21] year where kids will be invited to bring [28:23] in artifacts that kind of show [28:25] traditions that their f that are [28:26] important to their families. So these I [28:28] guess in a technical sense that might be [28:30] considered homework. But we hope that [28:31] this extension of learning and practice [28:34] is more of a a spark than something that [28:36] conjures up deep [28:38] >> seated um anxiety. [28:43] Okay, big topic for parents, myself [28:47] included, screen time. [28:51] How much time is spent on screens or [28:53] tablets or other other screens in the [28:56] classroom? And when do elementary [28:59] students get an iPad? [29:01] >> Our youngest learners, the classrooms [29:03] have access to iPads, for example. Uh I [29:07] think it's around a 3:1 ratio. So, I [29:10] think they're um they're not getting [29:13] used all day long, even throughout the [29:15] day. I would say there are some um uh [29:19] rare might be the not the right word, [29:21] but just intentional times they're used [29:24] during the week. And um when they are [29:27] more often than not, I'll see kids, [29:30] especially in kindergarten, kind of [29:31] shouldertoshoulder on their tummies on [29:33] the floor, [29:35] you know, engage in something. every [29:37] once in a while it's for like a a [29:38] reading center, some type of audio book [29:40] that they're getting to listen to and [29:42] they're getting a different type of text [29:44] experience. [29:45] >> So, we we try to be really mindful on [29:48] not just um screen time and calling, you [29:52] know, there's different types of screen [29:54] time as well. So we also if we believe [29:57] that's going to be a valuable [29:59] experience for kids, we try to um handle [30:03] it that way too and just have learning [30:05] and connection associated with it if [30:07] that makes sense. And not [30:09] >> I don't want to insinuate that all all [30:11] other stuff is mindless and scrolling [30:13] but sometimes it feels like that. So [30:14] we're very careful about that. [30:16] I would just add I it might help [30:18] families to know that um the devices [30:21] that get issued to classrooms are [30:23] actually virtually empty until teachers [30:26] add to them. And so what kids have [30:29] access to in a kindergarten classroom on [30:31] the device has been carefully selected [30:33] by the classroom teacher after an [30:36] extensive vetting process through our [30:37] technology department. And so it's it's [30:39] really intentional what we're asking [30:41] kids to practice. Sometimes they're [30:42] practicing math facts or skills or [30:44] they're creating or they're or they're [30:46] reading in another way, but it's all [30:48] very intentional what's on those [30:49] devices. [30:51] >> We're going to switch gears a little bit [30:52] to logistics. [30:54] So, [30:56] transportation, riding the bus for the [30:58] first time. And if you're if you're [31:01] watching and you're wondering about a uh [31:05] riding a bus, stay tuned. In August, [31:07] we'll have a fun bus event. But what [31:09] does transportation look like at the [31:11] elementary level? [31:14] >> Well, if your child's going to be riding [31:16] the bus, you will get uh a postcard in [31:18] the mail. Also, I think now through the [31:21] use of parent square, you get I I think [31:23] it's hard to miss what your child's bus [31:25] number is along with what time the bus [31:27] comes to pick up in the morning, where [31:29] is the stop, same information for the [31:31] afternoon. Um, every elementary school [31:34] has a system for sending and receiving [31:36] buses, including um, extra adult [31:39] supervision in those spaces. I would [31:42] also venture to guess, I know at [31:43] Plymouth Creek, um, we have a routine [31:45] for the first few days of school for [31:47] kindergarteners in particular, so that [31:49] people are not feeling lost. Um, parents [31:52] know exactly what that routine is. It's [31:54] communicated out, what that looks like. [31:57] Um, so that kids kids are learning how [31:59] to get to their classrooms. And so we're [32:01] very intentional about what that process [32:03] looks like. Um generally on school buses [32:06] uh the younger the child, the closer to [32:08] the front of the bus um where they're [32:10] sitting. Our kindergart or our bus [32:12] drivers are um are actually wonderful [32:15] and that they're looking out for those [32:17] students. And so if there's no one at [32:19] the bus stop to receive them, they're [32:20] not they're not getting off the bus and [32:22] they're going to call the school or call [32:23] transportation to make sure that that [32:25] child has a safe place to go. What would [32:28] you add about buses? The only the tricky [32:31] thing is our buses have usually two [32:34] route numbers. So if you just see one [32:36] number and maybe the morning route is [32:38] 316 for example, don't assume that's the [32:41] same number in the afternoon. Oftent [32:43] times it's a different afternoon number. [32:45] So that's really important just to train [32:47] your brain that way. I'm after several [32:49] years I'm still trying to get used to [32:50] it. often often so so in the in the main [32:54] office for example or each classroom [32:56] teacher would have access to all of the [32:58] children's bus numbers um and I it's [33:02] such an important thing that everyone [33:04] gets home safely that you'll likely [33:06] notice that we will still ask you anyway [33:08] like I can look in my computer and see [33:10] where Dr. G gets off and what his bus [33:12] number is but I'm also going to ask his [33:14] mom and dad just to be sure we're sure [33:16] and then the classroom teacher might ask [33:18] you too. So, that's one of those [33:19] questions parents get asked a lot is how [33:21] is your child going home? And that's [33:23] because it's so important to us that we [33:25] put them in the right place. So, in [33:26] addition to busing, kids get dropped off [33:28] or picked up. Um, so riding home with a [33:31] caregiver. Um, sometimes kids go to a [33:34] daycare and daycarees will send buses to [33:36] school and so so kids get on the daycare [33:39] buses to get where they need to go. Um, [33:41] and all of our teachers would have some [33:43] sort of roster or routine to ensuring [33:45] kids get to the right place. [33:47] >> Yeah. And I'll add that the um for [33:50] transportation if your students are [33:52] riding the bus that they there is the [33:55] mytop app um which is um can help you [33:59] you know track the bus route so you know [34:01] you're not left wondering where's [34:03] where's my where's my kiddo or or things [34:05] like that but more information will be [34:07] sent out about that as we get closer. [34:10] >> Yeah. One other thing I was really [34:12] impressed by your response because it [34:14] was it was so accurate but yet it also [34:16] covered all of our schools. So the the [34:18] cool thing is um each school may have [34:21] nuances and even more kind of supports [34:24] and things. So we didn't get super [34:25] specific because every school probably [34:27] has different ways to ensure that kids [34:29] feel good get getting on the bus getting [34:31] off. So you answered that brilliantly [34:33] and to provide parents additional [34:36] reassurance. There's there's lots not [34:38] very technical but there's lots we do to [34:40] help with the bus. And if there ever is [34:43] uh a concern or a question about it, [34:45] don't hesitate to reach out because we [34:47] help with that, too. [34:49] >> What about the process for signing up [34:52] for school lunches? Is there a cost? How [34:55] does that work? [34:57] >> So, based on relatively recent state [35:00] legislation, our kindergarten through [35:03] 12th graders have one free breakfast and [35:06] lunch each day. the um preschool was not [35:10] covered or part of that. So if you [35:11] happen to have a preschool or one of our [35:13] schools there there would be a cost [35:15] associated with it. Weisetta Cafes is [35:18] our district [35:20] lunch program and they are um absolutely [35:23] fantastic. I think people would be [35:25] surprised, pleasantly surprised at on on [35:28] our on their website just the wealth of [35:31] information. Everything from information [35:32] about allergies, options, you know, [35:36] communication of menus, signing up, [35:38] getting a lunch lunch, you know, how to [35:40] set up a lunch account. Random fun thing [35:43] to let kids know about that I just is [35:46] kind of cool. We have this thing across [35:48] our district where it rotates schools [35:51] each month, but kids get to choose the [35:53] menu for the next month for the whole [35:55] district and it's one of the favorite [35:57] days at Greenwood. We're so excited when [35:59] your students choose and when others do [36:01] and [36:02] >> when when we get to choose, it is [36:04] amazing. Each school probably handles it [36:06] a teeny bit differently. Generally, [36:08] don't worry, we usually gravitate [36:09] towards letting fourth or fifth graders [36:11] make that choice. But who knows, maybe [36:14] if your child ever come comes home and [36:15] says, "I got to choose the the lunch for [36:17] the whole district." There is a chance [36:19] that that's 100% accurate, but it's a [36:21] cool cool thing. So, the whole I think [36:23] the point in that is [36:25] >> um the there's just a lot of ways that [36:28] we're trying to amplify student voice, [36:29] have them connect with friends and each [36:31] other, and just have a voice in the [36:32] process and and empower you to have the [36:34] information to help your child and walk [36:36] with them. And school lunch and our cafe [36:39] program is no exception. They're they're [36:41] part of the team. So [36:42] >> yeah, [36:43] >> I'll jump in here quick that we actually [36:45] have it's a kind of a shameless plug for [36:47] our podcast. We did an episode with the [36:49] director of Wisetta Cafes and one of our [36:52] kitchen managers. Um so it's the Inside [36:55] Wisetta podcast and it was fascinating [36:57] to hear [36:59] um how how good they are at the amount [37:02] of food they produce and how much they [37:04] care about where the food's coming from [37:07] and where it's being sourced from. um [37:10] really trying to work with more and more [37:12] local um you know local farmers and uh [37:16] providers and distributors. But um I [37:18] would encourage you all to go listen to [37:20] that. It's it's again it's the inside [37:22] out of podcast but just a fascinating [37:23] kind of behind thes scenes look at why [37:26] cafes. [37:27] >> I would encourage families to go online [37:30] and look at uh the lunch menu right now [37:32] for for an elementary school. Um like [37:35] like Dr. said you can you can hover over [37:38] uh anything on the menu and it will tell [37:40] you the ingredients, whether there's any [37:41] allergens in those things. Um, every day [37:44] there's a hot lunch and a cold lunch. [37:46] There's a a vegetarian option every day. [37:49] I think the bento box option that we [37:50] have is brilliant, especially for [37:52] kindergarteners because it looks like a [37:54] box of snacks that has been very [37:56] thoughtfully curated. Um, but for for [37:58] the kids who kind of like to graze or [38:01] have a lot of options, um, that bento [38:03] box option is is really great as well. [38:08] What about school supplies? What does my [38:12] kindergarter need to bring on their [38:14] first day? [38:15] >> I think um each school likely has a [38:18] different list of school supplies. Every [38:20] child needs a a large backpack. I think [38:24] we say large because we don't want kind [38:26] of those those toddler real small [38:29] backpacks to come to school because [38:30] there's lots of stuff. Um, and so a [38:32] large backpack and um and a positive [38:36] attitude to come to kindergarten. [38:37] There's a snack every day. And so [38:39] classroom teachers will communicate what [38:41] time of day, what that looks like, how [38:43] many snacks to send. Um, I would say [38:46] backpack and snack and and maybe a water [38:48] bottle on the first day is a great [38:50] start, but you'll hear from each school [38:53] kind of separately about what supplies [38:55] are needed um and how you'll go about [38:57] getting those. [39:00] What is the policy for field trips and [39:03] permissions for those field trips? [39:04] That's some of my, you know, best [39:06] memories from elementary school. What is [39:08] that process like? [39:10] >> Um, teachers are are considering kind of [39:14] all of all of the options um for field [39:17] trips in that and that they're trying to [39:19] link it to um the experiences that are [39:22] happening in the classroom. um trying to [39:24] give kids an opportunity to explore the [39:27] world outside of the classroom. Whenever [39:29] a field trip is planned, that [39:31] information is communicated to families [39:33] by classroom teachers. Um permission is [39:36] is solicited. Uh we're not going to take [39:39] your child off off school campus if we [39:41] don't have your permission to do so. And [39:43] also, we know that families are really [39:45] busy and so you might get a phone call [39:47] from someone in the office or from your [39:48] child's teacher if we're getting close [39:50] to that trip and you've not yet [39:51] submitted that permission because we [39:53] want to make sure every child can go. [39:55] Um, everyone rides a bus to the field [39:57] trip, which is really exciting, [39:58] especially if you are not typically a [40:00] bus rider. It's it's a big deal. Um, [40:04] >> yeah. What else would you add about [40:05] field trips? [40:06] >> They're so fun. [40:07] >> They um kids love them. They remember [40:10] them. and they talk about them [40:12] >> sometimes grade levels sometimes they [40:14] have kind of marquee trips that kids [40:16] whether it's through siblings or just [40:19] legends like they they look forward to [40:21] you know so I I think a lot of kids love [40:24] their kindergarten first and second [40:26] grade trips but then they become aware [40:28] like oh usually fifth graders get to do [40:29] this so it's just they they have so many [40:32] positive connections and and we we work [40:35] really hard to have that happen [40:39] >> switching gears a little That [40:42] >> that was a big sight. Feels like Feels [40:44] like a big switch is coming here. Where [40:45] we going? [40:46] >> We're getting into it. Um [laughter] [40:48] >> anyone with kids in daycare knows I [40:51] think germs is one of the big like it's [40:54] everywhere and obviously schools there's [40:57] a lot of kids um and we obviously want [41:00] them to share and unfortunately that [41:02] means sharing germs a lot, right? What [41:05] is the policy on absences and calling in [41:08] sick? [41:10] Great. So, we ask families to to um let [41:15] us know if their child's not going to be [41:16] here for illness via Skyward. There's a [41:19] family access and an attendance. I [41:21] forget the exact button or link, but I [41:23] think it's pretty intuitive, but that's [41:24] done through Skyward family access. And [41:27] there are even some guidelines in our [41:29] handbooks. um we all have common shared [41:33] elementary handbooks no matter what [41:34] school you go to along with a supplement [41:36] that's a little more school specific but [41:39] um that information is there but also we [41:41] have incredible health teams every [41:43] school has um support from a district [41:47] nurse we have several district nurses [41:49] you know licensed practitioners that [41:51] also work very closely with our very [41:53] incredible health office pair [41:55] professionals so there there literally [41:57] is a team of health office staff and [41:59] professionals that can also walk people [42:01] through guidelines of how to handle [42:03] things. I don't want to punt too much, [42:05] but if your child is uh sick or like [42:08] fever, you know, please um don't send [42:11] them. That's not the that's not the [42:12] sharing that we endorse. And I think [42:14] there's a [clears throat] guidance [42:15] around [42:16] >> 24 hours from the last time that they [42:18] had fever or fever like symptoms just [42:20] waiting. So, and and people do a nice [42:23] job with that. And then when they have [42:24] questions, they just reach out and we [42:26] are we support them. [42:29] What about procedures for administering [42:32] medication or or dealing with allergies? [42:35] >> Yeah, that so any any medicine needs uh [42:41] note from a physician physician to be [42:43] administered and again our health team [42:45] can walk with you and help you with [42:47] that. So they've done it we've done it [42:49] hundreds and hundreds and hundreds of [42:51] times. But we recognize and that's one [42:53] of the um things we never take for [42:55] granted for a lot of families. this is [42:57] your first time and so we want to treat [42:59] it like that and we want to help you and [43:01] hopefully after a conversation or two [43:03] you feel as confident like okay my [43:05] >> baby my kindergartener is going to be [43:07] safe but what we don't do is send meds [43:11] with students and have them remember to [43:13] take it or teach them to take it on [43:15] their own we don't do that so always [43:17] work with our health office team and we [43:19] can help you navigate [43:24] >> we touched on some of the social [43:26] emotional stuff at the beginning, but [43:27] we're going to dive in a little bit more [43:29] here. [43:30] How are classroom discipline and [43:33] behavior issues managed at the [43:35] kindergarten level? [43:37] >> Our first job really is to teach kids [43:41] what we expect. And so just like we [43:43] would teach them how to name letters and [43:46] and how to count, we would also teach [43:48] them um how to how to be the leaders in [43:52] in the building that they can be and and [43:54] follow the the classroom or the school [43:56] expectations. So So that's number one. [43:58] We don't expect kids to come to us [44:00] knowing um how to how to be in our our [44:04] community. I think if someone makes a [44:06] mistake um again, we we acknowledge that [44:09] mistake. we work on how we can best fix [44:12] it from an age appropriate standpoint. [44:14] Um, we learn some more and we keep [44:16] going. And so, you know, that that word [44:19] discipline feels big for kindergarten [44:22] because everybody's learning all the [44:23] time and through that mistakes are going [44:25] to happen. I actually just learned this. [44:26] I said it on the morning news. Mistakes [44:29] teach our brains how to make a different [44:30] decision next time. It's actual science. [44:32] It's so cool. Um, and so just knowing [44:35] that these are these are babies. These [44:37] are these are kids who they've been [44:39] speaking words for three years or less [44:42] like right and so mistakes are going to [44:45] happen and and the goal is that is that [44:47] we learn from from those mistakes. [44:49] >> I forget the original question because I [44:51] was so imprilled with your [laughter] [44:52] answer. I'm like I think I want to [44:53] enroll at your school that um the we [44:56] often will equate dis discipline with [44:58] teaching. So we want to we want to teach [45:01] >> we think about things uh u behavior is [45:05] communication. So if a child is having a [45:08] hard time, whether it's yours or some [45:10] someone else is, we try to think, well, [45:12] what are they communicating? What are [45:14] they needing? What need is unmet or what [45:16] is being met by how they're choosing to [45:18] kind of show up? And then can we can we [45:20] teach them a different way? The really [45:22] interesting thing about kindergarten [45:24] that that happens over time um is this [45:28] in introduction by necessity because of [45:31] the the other kids in class pretty much. [45:33] But that while you're meeting your [45:35] needs, we also need to be cognizant of [45:37] everyone around you because there's a [45:39] community of learners that also has [45:41] needs. And that's one of the really [45:43] interesting, fascinating, puzzling [45:45] things when you, if compare is the right [45:47] word, but when you think about your [45:49] child and how they show up at home, [45:51] don't be surprised if it's slightly [45:53] different at school, [45:55] good or bad. Just the reality is the the [45:59] sensory things happening, the lighting, [46:01] the other human beings who have needs, [46:03] and some of them learning how to do life [46:06] um and making mistakes. It's all really, [46:08] really cool. And it is messy, I would [46:11] say, in a beautiful way. And I'm just [46:13] thankful that our I think feel like we [46:15] keep going back to teachers here, but [46:17] our teachers get it. [46:19] >> They We aren't looking for perfection. [46:22] We just are on this journey of learning. [46:24] And we know that over the course of the [46:25] year, we will learn together. And when [46:28] kids are needing more or different, [46:30] we're going to try to meet them right [46:31] where they're at and keep building that [46:33] classroom community so that not just so [46:35] that quote unquote the teacher can meet [46:37] their needs, but we ultimately want to [46:39] help kids learn how to meet their needs [46:41] in a way, but but also help others in [46:44] their classroom meet the needs so that [46:45] they're doing that together. And that's [46:46] a beautiful it's a really cool thing to [46:49] see, not just over the course of [46:50] kindergarten, but on the K5 continuum, [46:53] which is kind of our more of our world. [46:55] It's really cool to see the the growth. [46:57] That might sound a little scary right [46:59] now to think beyond kindergarten, but it [47:01] is amazing. [47:03] >> One thing I've noticed with with our, [47:07] you know, our son who's going to start [47:08] kindergarten next year is it one of the [47:10] more magical things that happens with [47:13] kids that age is when they make [47:14] connection with new friends, right? [47:18] How [47:19] how does how do people and how does the [47:22] school facilitate and help students make [47:25] those friendships and make those [47:26] connections? [47:29] >> We have a really great um set of [47:32] materials um called Second Step which is [47:34] really our primary social emotional [47:36] learning kind of curriculum. And so that [47:39] is targeted specific for kindergarten um [47:43] about how do we read body language? How [47:46] do we um express our own needs? What [47:48] happens if we're feeling upset with [47:50] someone? What's what's a good next step? [47:52] Um how do what does it look like to [47:54] share? Um and so all of that is is [47:57] addressed just again helping people feel [47:59] the feelings and then giving them tools [48:01] for what what do they do with that. Uh [48:03] co-regulation is a really important part [48:06] of I think any child's school experience [48:09] no matter the grade. uh we're always [48:11] working to regulate how we're feeling [48:13] and as adults even some of us don't do [48:15] that well a 100% of the time. And so [48:17] just keep just remembering that that [48:19] kids really need that modeling and that [48:23] kind of side byside um understanding [48:26] what our bodies are feeling because in a [48:28] social situation a lot of things are [48:30] going to come up. And so you have a best [48:31] friend in kindergarten. Usually on day [48:32] one there's a best friend that they're [48:34] going to come home and tell you about. [48:35] And then at some point that best friend [48:37] is going to play with someone else on [48:38] the playground and that's going to feel [48:41] bad. And so we helping kids understand [48:45] what do I do with that? How do I ask [48:47] questions? How do I make, you know, what [48:48] I want known to this person and and just [48:51] navigating that? And so it's every day [48:54] all year long is is helping to build and [48:57] foster those social connections. the [48:59] number of teachable moments in a day. [49:01] You you I'm sure you have a lot in your [49:04] home. It multiply that in a school. Um [49:07] beginning of this conversation, we [49:09] talked about kids learning to line up [49:11] and use scissors, but imagine learning [49:13] how to interact with other human beings [49:15] and the complexities, but also the [49:16] opportunities with that. So, how like if [49:19] if a student is sad like I wanted to [49:21] play and we're like, did you ask the [49:23] person? Did you tell them? Well, no, I [49:25] just got sad and mad. Okay. So we like [49:27] we can teach that like it's just so many [49:30] different moments like that. It is [49:32] really [49:33] >> it is really cool. And also we know that [49:35] it can be really hard as a parent to [49:37] watch your child because you just want [49:38] it to click [49:39] >> quickly and deeply and consistently and [49:42] that's not exactly how it works for um [49:45] when we're peopleing always. So feel [49:48] free to reach out anytime. I think [49:49] teachers do a really nice job of hearing [49:52] families hopes and dreams and that [49:54] actually leads into a core part of how [49:56] we show up as a district. We've planned [49:58] meaningful connections with families [50:00] before the school year even starts [50:01] because we care about those things. And [50:03] if that's something that's on your [50:04] radar, that that's a perfect time to [50:06] even mention some of the gifts your [50:08] child has or even hopes and dreams you [50:09] have. [50:10] >> Well, that's a great segue into [50:12] communication. [50:13] Um, how often will parents hear from [50:18] their teacher and what are the best ways [50:20] to communicate with them? [50:22] >> The teacher will likely tell you that in [50:26] specific upon first meeting or in the [50:28] first few days of school. Um, you know, [50:31] teachers are generally unavailable [50:33] during the school day because they're [50:34] with your kids. And so sending an email [50:37] um you know is a is a great way to just [50:40] make sure that teacher knows that you're [50:41] that you're seeking connection for [50:43] because you have a question or you have [50:44] a concern you'd like to share. Um email [50:46] I would say is is probably the best [50:48] option. Um typically I would say [50:51] teachers communicate weekly or bi-weekly [50:54] about classroom specific information. [50:56] What are kids learning? What can you [50:58] expect? You know things you can do at [51:00] home. Ask your child about this. Here's [51:02] what's coming up in our classroom. And [51:04] teachers do that in a variety of ways. [51:05] Um, we have a communication tool called [51:08] Parent Square. [51:09] >> It's a great tool. So, I've heard [51:10] >> it's a really important um tool to to [51:13] get uh signed up with because that's [51:16] also how the school is going to [51:17] communicate primarily um with your [51:19] family. And so, in addition to classroom [51:21] communication, every every elementary [51:23] school has a newsletter that comes out [51:25] weekly with school specific information. [51:28] I think it's really hard actually to be [51:30] uninformed um about what's going on [51:33] because of the tools available for [51:35] communication [51:39] >> comprehensive. [51:40] I will add the the parent score app. I [51:43] might know a thing or two about it. You [51:44] can customize your notification [51:45] preferences too as you know there's a [51:47] lot of working parents out there that it [51:50] can be overwhelming to get a [51:52] communication as it happens. So you can [51:54] kind of tweak that as much or as little [51:56] as you want to. So, it's a [51:58] >> I get all of mine at five o'clock. [52:00] >> Yeah, [52:00] >> I might change it. That's also a hard [52:02] time of day to get all the communication [52:04] from school. So, but yeah, you can you [52:06] can get it in real time. Oh, and I think [52:08] it's important to add then from a [52:10] communication standpoint, you can [52:11] customize when you're receiving those [52:13] emails and when it's really important, [52:15] we will override that and so you're not [52:17] going to miss um something that's, you [52:20] know, urgent due to safety or or other [52:22] factors. [52:26] How and when will parent teacher [52:28] conferences be scheduled? [52:33] So, I mentioned the hopes and dreams hop [52:37] meetings at the beginning of the year [52:38] and really that's a chance to connect [52:39] with it's just one extra chance to [52:42] connect with um your teacher and have [52:45] your child experience the space before [52:47] the first day of school. That's not [52:49] necessarily at the technical parent [52:51] teacher conference. So, um, a month or [52:54] two later, there's a the first fall [52:56] parent teacher conference. Every school [52:59] probably has their own unique way. It's [53:00] not uncommon to have an online sign up [53:04] that's pretty user friendly and [53:05] accessible um to you where you can just [53:07] see all the the sign up options within [53:10] our we all conference at the same time [53:12] across the the district. So, we have [53:14] some designated protected time where [53:16] we're um just clear our schedules to be [53:19] available. And then a similar thing [53:22] happens in the spring as well. [53:26] >> How can parents get involved in the [53:28] classroom whether that's volunteering or [53:30] like a parent teacher group? [53:33] >> I uh look for in those communications [53:36] that come home from the school or from [53:38] the classroom teacher. Look for those [53:39] opportunities. Um I I think schools kind [53:42] of manage that communication [53:44] differently. Sometimes I you know [53:47] sometimes it comes right from the [53:48] classroom teacher. I really could use [53:49] help with this. Who's interested? Um, [53:52] other times, you know, schools might [53:54] have a a a collection of needs and so we [53:57] are reaching out to the entire school [53:58] community to say, "Hey, if you're [53:59] available, we've just got some stuff you [54:02] can you can help support." And sometimes [54:03] that looks like helping with the [54:05] creation of of materials. Sometimes it [54:08] looks like um supporting students by [54:10] listening to them read. Sometimes it [54:12] looks like helping to hang things in the [54:13] hallway. There's a lot of ways that [54:15] families can get involved um in the [54:17] school from a PTO or PTA standpoint that [54:20] those invitations come out early from [54:22] those organizations um with specific [54:25] information about how you can get [54:26] involved. Um typically there's there's a [54:29] meeting once a month. Is that a fair [54:31] statement about PTO's PTAs? Um that [54:33] families are invited to attend and and [54:35] be involved in a variety of ways. [54:39] >> Right. And the neat thing about PTAs, [54:42] PTO's is typically there are a lot of [54:44] different entry points. So you do not [54:46] need to be the president of the PTA to [54:49] get involved. In fact, we encourage you [54:51] just to start really softly and maybe [54:53] shadow someone who's already um helping [54:56] with something or lead this. We make it [54:58] really friendly and so it feels good to [55:01] do that and then over time we hope it [55:03] feels so supportive and that you're also [55:05] getting a lot of value because we know [55:06] you're giving value and we really [55:08] appreciate that but we hope you're [55:09] getting and it feels good and just to [55:10] feel so connected and see some of the [55:13] glimpses of learning and the work that [55:15] happens behind the scenes that um maybe [55:17] you might want to try something [55:19] different that you never thought you [55:20] would initially. I know um quick family [55:22] story, but my uh wife joined our PTA [55:26] years ago and wasn't looking to form [55:28] like deep friendships or we're just [55:30] looking to help a little bit and read a [55:31] little and some of her closest friends [55:33] now were on the PTA. And again, that [55:35] wasn't really what we were looking for. [55:36] But it can it can become a pretty neat [55:38] thing with lots of hidden unexpected [55:42] blessings that you weren't necessarily [55:43] looking for. But I would just invite you [55:45] to take the leap and just try it. we can [55:48] make it small and feel, you know, don't [55:50] have to run for office. [55:52] >> Yeah. And I think one of the one of [55:54] [clears throat] the questions we got was [55:55] about how to connect with other parents [55:58] and that's a great way to do that, [56:00] right? Is there other ways that families [56:03] can connect with one another as they [56:04] kind of start this educational journey [56:06] together? [56:08] >> I would say through through attendance [56:09] at school events. Um, you know, schools [56:12] have a lot of things going on all all [56:14] year long from from book fairs to um [56:17] perhaps there's an assembly families are [56:19] welcome to attend. Uh different [56:21] community celebrations just throughout [56:24] the year. Um largely planned in part [56:26] with PTO's and PTAs. Um and so so that's [56:29] an awesome time to meet and connect. Um [56:31] in the summer uh several of our [56:33] elementary schools offer summer [56:35] playdates um and invite incoming [56:37] kindergarteners to the playground to [56:39] just connect. And so that's also a great [56:40] time for families to connect. Um, and [56:44] then I would say schools have different [56:45] versions of directories that are our [56:48] PTO's and PTAs put together as another [56:51] opportunity for families to to stay [56:53] connected to one another. [56:56] >> Well, we are getting close to the hour [56:58] mark and [56:59] >> really [56:59] >> as someone with a fouryear-old [57:02] >> having so much fun. [57:03] >> It's bedtime. [57:04] >> Yeah. [57:05] >> So, we'll we're going to kind of honor [57:06] that. I know there's some some questions [57:08] we got in the chat. What we'll do is [57:10] we'll follow up and answer these [57:12] questions the best we can afterwards. [57:14] But I what I want to do before everyone [57:15] signs off is I want [57:18] >> for someone that's watching that's, you [57:20] know, feeling the feelings, right? A [57:22] little a little anxious, a little [57:24] nervous, some excitement, all those [57:27] things. What is one thing you would [57:29] leave them with before they sign off? [57:31] >> Call me. No. Um I I would say um [57:37] kindergarteners are humans and so we are [57:41] in we are in the business of taking the [57:44] best care of your little people. We do [57:46] not take that lightly. We know that in [57:48] many cases we'll spend more [57:51] waking hours in the day with your child [57:53] than you will. And so we do not take um [57:57] that for granted. And so we are working [58:00] as hard as we can to create the most um [58:03] magical experience for your child and we [58:05] want to do that together with you. And [58:08] so [58:09] talk to us. We want to talk to you and [58:11] we we want to be in this together. [58:14] >> Yeah. Thank I can't believe we're almost [58:16] done here. I'm still grappling with you [58:18] said at the beginning 2039 like this is [58:20] a class of 2039 we're talking about. So [58:22] I now that we're almost done here I [58:24] guess I have that that has sunk in. Two [58:27] words to build on what Ashley shared. I [58:29] heard you use the word with so part [58:31] partnership. [58:33] We um while we care a great deal and we [58:37] love what we do. Um we love we love [58:41] this. We also don't have all the answers [58:43] and we don't know your child as well as [58:45] you do. And just the the conversation. I [58:48] tend to encourage a phone call, but I [58:50] guess I guess people are emailing these [58:51] days. But feel free, like you said, to [58:53] call and have the conversation and ask [58:55] and share how your child is experiencing [58:57] something uh something good, something [59:00] uh that you're unsure of, something that [59:02] you only got half the story through the [59:04] eyes of your amazing young child, and we [59:06] would love to help and listen and have [59:08] it be good. So, um we uh it's the [59:11] partnership. We really want to do this [59:12] with you, and that's what we're [59:14] passionate about. That's what I I think [59:15] we're pretty good at. But the good news [59:17] is we're also open when we realize that [59:19] we weren't good at it or we could have [59:21] done better. We want to model the same [59:23] learning mindset um that we try to [59:25] impart on our students and we make [59:26] mistakes too. So reach out human to [59:29] human. We got you. We're with you and we [59:32] love this. [59:35] >> Well, that does it for our live Q&A. [59:38] Just a reminder that enrollment is open. [59:41] So you can go on our [59:42] websitechools.orgenrollment. [59:43] org/enrollment [59:46] and you can enroll today. The next big [59:49] event as far as kindergarten goes is in [59:52] January we will be having the [59:55] kindergarten information night at all [59:57] the schools. So that's a good time for [59:59] you as parents and guardians to come to [60:02] the school and hear from you you hear [60:05] from Ashley and Brad or all the other [60:07] principles um at your school to learn [60:10] about the school, things like that. And [60:13] then there'll be more events throughout [60:15] the spring. So, uh, on behalf of Brad [60:20] and Ashley, thank you all for joining us [60:23] and we cannot wait to join for you to [60:27] join us at Weise Out of Schools. [60:29] >> It's going to be good. [60:30] >> It's going to be great. [60:30] >> It's going to be good.