Silver Strand State Preschool
Silver Strand Preschool Program
The Coronado Unified School District is pleased to offer a State Preschool Program at Silver Strand Elementary. The program services up to 48 students (24 morning session and 24 afternoon session). The State Program is based on family size and family income. Silver Strand State Preschool are available to families who are at or under the income ceilings established by the California State Department of Education. Students must be income eligible to enroll and the program is provided at no cost to the families.
Calendar for 2019-2020: August 22, 2019 - June 11, 2020
Preschool Hours: 8:15-11:15am Monday-Friday or 12:05-3:05pm
Silver Strand Preschool fulfills the original vision for Coronado Unified School District (CUSD) to provide a complete education continuum as a lifelong foundation for our community’s children. The curriculum integrates with existing CUSD curricula and combines it with learning designed to enhance cognitive development and establish the basic building blocks for a successful education for our youngest learners.
Children meeting the program qualifications may apply for the program by presenting the required documentation to the Silver Strand School office located at 1350 Leyte Road, Coronado, between 8:00am-12:00pm daily. If you have any questions, please contact the preschool registrar, Frankie Guillen at 619-522-8934, ex. 4096 or email her at firstname.lastname@example.org
- Age: Child must be between 3 and 4 years (not eligible for Transitional Kindergarten or Traditional Kindergarten) on the first day of school. All applicants must be 3 to 4 years of age on or before September 1, 2019.
- Immunization: Child must have 3-polio, 4-DPaT, 1-HIB (given after 1st birthday), 3-HepB, 1 Varicella, and 1 MMR (given after 1st birthday)
- Residency: Child and family must be Coronado Unified School District residents.
- Income Eligible: Family income must fall within the State guidelines for low income (Required for State Preschool Only)
- Priority: Given to children who will attend Kindergarten the following year.
- Toilet Use: All children are required to be potty trained before enrollment in the program
Applications for the Silver Strand State Preschool 2019-20 school year will be accepted throughout the school year to fill any available spaces in the program up to a maximum of 24 students. When the program is full, qualifying applications will be put on a waiting list and called when space becomes available.
To apply for the program you must provide the following:
- Child’s birth or baptismal certificate (Original or certified copy)
- Birth or baptismal certificate for all dependent children (Military Page 2 is also accepted) (Not required for Tuition Program)
- Child’s immunization record (Signed/stamped by a physician or other medical professional)
- Family’s current proof of income for all employed parents/guardians (Not required for Tuition Program):
Military LES statement
Pay stub(s) (Equivalent to 1 month’s income)
AFDC (Call your social worker for a current copy of your Notice of Action)
If Self-Employed, Current profit/loss statement
Any Disability, Unemployment or Social Security Benefits
- 2-Proofs of residence (See back of Affidavit Verification of Residency for acceptable documents)
- Completed and signed application packet available in the Silver Strand School office. Incomplete packets will not be accepted.
- When notified of admission to Silver Strand Preschool, formal registration will follow.
Our Mission Statement
To reach out to our community, sow the seeds of our young children, nourish their development socially, intellectually, physically, and emotionally – and grow them into vibrant, healthy contributors to our world.
Moira May was born in Phoenix, AZ and moved to Coronado in 1987 to be close to the beach. She met her husband while playing beach volleyball and they have been together ever since. After raising their 2 children, Moira began working in the preschool program at Silver Strand. It was there that she became passionate about preschoolers and their early learning experiences.
She has a bachelor’s degree in Early Childhood Education and has been teaching preschool for over 10 years. When not at school, Moira enjoys the beach, walking with her husband and dogs, reading, paddle boarding and cooking.
The Silver Strand State Preschool curriculum is designed to establish early academic capabilities that serve as the foundation for a lifetime of learning and is based on the California Preschool Foundations and Curriculum Frameworks. These outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program. Silver Strand State Preschool, in order to produce positive effects on children’s behavior, is designed to develop the whole child, including social and emotional development and self-regulation.
The staff of Silver Strand State Preschool works with transitional and traditional kindergarten teachers for a continual flow of the core academic subjects. Silver Strand State Preschool uses a pre-kindergarten version of the curricular programs used in transitional and traditional kindergarten. The staff also works closely with parents in providing parent education opportunities and resources on topics such as social/emotional development, reading readiness, fine motor development and early writing development, early math, and gross motor development.
Silver Strand State Preschool staff will regularly assess children’s learning and development to monitor how well they accomplish their goals by using the Desired Results Development Profile (DRDP) system. Developed by the California Department of Education, Child Development Division, the DRDP Preschool assessment system is designed to improve the quality of programs and services provided to children who are enrolled in early childhood education and their families. Desired Results are defined as conditions of well-being for children and their families. Each Desired Result defines an overall outcome. The system was developed based on the following six Desired Results:
For the child...
- Children are personally and socially competent
- Children are effective learners
- Children show physical and motor competence
- Children are safe and healthy
And for the family...
- Families support their child’s learning and development
- Families achieve their goals
The DRDP system is a comprehensive approach that facilitates the achievement of the Desired Results identified for children and families. The system is aligned to both the California Preschool Learning Foundations and the Common Core State Standards (CCSS) for kindergarten.
The DRDP is aligned to the Foundations and CCSS for kindergarten in three ways. First, the DRDP measures are organized by the California Preschool Foundation Domains. Second, each measure is based on the same continuum of development as the corresponding Foundation or Common Core State standard. Third, the DRDP is grounded in the same research and child development literature as the Foundations and CCSS. The DRDP is an assessment that documents the level of development on a continuum separately for each individual child. The teacher can use the DRDP to identify the level of development of each child and to plan curriculum to support individual children’s learning.
Silver Strand State Preschool will also use the Early Childhood Environment Rating Scale (ECERS) to self-assess the quality of its program. Through the implementation of ECERS, we can evaluate the program’s environment, including those spatial, programmatic, and interpersonal features that directly affect the children and adults in an early childhood setting. ECERS has seven subscales in the evaluation process.
These are as follows:
- Space and furnishings
- Personal care routines
- Program structure
- Parents and staff
ECERS is designed specifically for preschool, kindergarten, and child care classrooms serving children 2 ½ through 5 years of age. It is a widely used program quality assessment instrument and its established reliability and validity make it particularly useful for research and program evaluation.
The ABC’s of Kindergarten Readiness
This list is provided to you as a guide to determine how your child is doing in acquiring skills found on most kindergarten checklists. Most importantly, a starting kindergartener should have an enthusiasm for learning, solid oral language skills, the ability to listen, a desire to be independent, the ability to play well with others, strong fine motor skills, and basic letter and number recognition. As your child is assessed through the Desired Results Development Profile process, you will become familiar with his/her own readiness to move on to kindergarten.
A: Able to button shirts, pants, coats, and zip up zippers independently
B: Bounces a ball several times
C: Cuts with scissors along a printed line
D: Does puzzles with knobs, without knobs, and with up to 25 pieces
E: Expresses ideas through pictures he or she draws
F: Follows simple rules and multi-step directions
G: Gives correct age when asked
H: Handles his/her own bathroom needs
I: Identifies rhyming words
J: Jumps over a low object, such as a line, string, or balance beam
K: Knows some common sight words such as “Stop” and “Go”
L: Listens to stories without interrupting
M: Matches two pictures that are alike
N: Names colors of things he/she sees in pictures (a purple balloon, a green car, a red apple, an orange pumpkin, etc.)
O: Oral communication enables him/her to ask for help when needed; to use appropriate volume; to speak coherently and in complete sentences; and to make simple predictions and comments about a story being read
P: Pays attention for short periods of time to adult-directed tasks
Q: Questions or has a natural inquisitiveness
R: Retells a simple story such as “The Three Little Pigs” after listening to it, while looking at the pictures in the book
S: Shares with others
T: Traces basic shapes
U: Understands actions have both causes and effects
V: Vocabulary allows for answers to questions with more than a “yes” or a “no”
W: Writes name properly in upper case letters
X: [E]xhibits an enjoyment for music and begins to develop music skills through rhythmic interpretation, listening to tapes and instruments, singing songs, and playing rhythm instruments
Y: Youthful enthusiasm – Demonstrates freedom of personal expression while experimenting with such materials as clay, paper, paint, scissors, glue, and crayons
Z: Zest for learning – Learns to work, play, and share with other children and to appreciate and respect other classmates by participating in group activities as a leader, observer, and contributor Not every skill must be acquired before entering kindergarten.
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