Kindergarten Information

Concept Development

• Recognize and/or name colors
• Match or sort by color and shape
• Participate in art and music activities
• Understand concepts such as: in, out, under, on, off, front, back
• Know their body parts (head, shoulder, knees, etc.)
• Draw a picture of themself, including head, arms, and legs

Physical Development

• Put puzzles together
• Cut with scissors
• Try to tie his/her shoes
• Enjoy outdoor play (running, jumping, climbing)
• Hold a crayon or marker
• Ride a tricycle
• Bounce a ball

Health and Safety

• Have a set routine and schedule for preparing for bed, personal hygiene (brushes teeth, takes a bath), and eating meals
• Use good habits (uses a spoon to eat, closes mouth when chewing, covers nose and mouth to sneeze, washes hands after using the toilet, and before eating). 
• Follow simple safety rules
• Visit the doctor and dentist regularly
• Eat healthy foods

Reading

• Enjoy getting a book as a present
• Have many books of his/her own and a special place to keep them
• Recognize his/her first name in print
• Look at books or pictures on his/her own
• Reads stories or poems to you (reads or pretends to read a book to you)
• Try to read in everyday situations (street signs, store signs, cereal boxes, magazines, newspapers, TV advertisements).
• Try to talk about or retell the stories or poems heard in school
• Try to read along with you on your favorite parts of the story or sentences that are repeated over and over again
• See you reading
• Know nursery rhymes by heart
• Pretend to read books by using the pictures

Number Concept Development

• Arrange items in groups according to size, shape or color
• Group items that are the same
• Arrange toys or objects in size order (big to small or small to big)
• Use words like “bigger” , “smaller”, or “heaviest” to show comparison
• Compare the size of groups of toys or items
• Show an understanding of the passing of time

Language

• Talk in sentences
• Follow through when you give one or two-step directions
• Use descriptive language: “That’s a tall building with round windows.” 
• Use simple conversational sentences
• Sing and/or recite nursery rhymes
• Use sentences that include two or more separate ideas
• Pretend, create, and make up songs and stories
• Talk about everyday experiences
• Ask questions about how things work in the world around him/her
• Express his/her ideas so that others can understand
• Tell or retell stories

Writing

• Try to write, scribble, or draw
• Have a collection of paper, pencils, crayons
• Like to receive notes from you and others
• Asks you to write words or notes to people
• Use chalk or magnetic letters
• Attempts to write letters and/or numbers
• Attempt to write his/her name with a capital only at the beginning
• Attempt to invent his/her own spelling while writing (scribbling sentences)
• See you writing (notes, recipes, lists, letters, reminders)
• Demonstrate a preference for being left or right-handed

Social and Emotional Development

• Use words to solve problems when frustrated or angry
• Use words such as “please”, “thank you,” and “excuse me”
• Attempting new tasks, knowing it’s ok to make mistakes
• Do things for him/herself (dress self, put toys away, take care of own toilet needs)
• Have success in taking turns and sharing
• Interact appropriately with peers and have friends
• Ask for help when necessary
• Stay with an activity until completion (finish a picture, build something with blocks/Legos)
• Follow through when you give directions
• Comply with rules, limits, and routines
• Interact appropriately with adults
• Respect the rights, propert,y and feelings of others

A successful school experience is the responsibility of the student, the family, and the school. Your student's progress, both academically and socially, is influenced to a great extent by daily participation. Regular attendance without tardiness is the key!

Daily attendance is extremely important to your student's educational experience. We have the expectation that if your student is healthy, they will be in attendance.

If your student arrives after 8:35 am, they go to the office to receive a tardy slip before entering class.

If your student is absent from school for any reason, please call the school office at  532-1590 (Southeast) or 532-1595 (West) before 9:00 am. During non-school hours, you may leave a message on the absentee line: 532-7911.

If schools are closed for any reason, announcements will be made on the following local television and radio stations: WOOD, WCUZ, WLAV, WGRD, and WZZM, and look for “Kelloggsville Public Schools”. You can also follow our district Facebook and Instagram pages: Kelloggsville Public Schools @kvrockets. Email communications will also be sent to email addresses in ParentVUE.

Kelloggsville Public Schools has adopted Positive Behavior Interventions and Supports (PBIS), which emphasizes teaching students the expected behaviors in all school settings. This approach focuses on correcting inappropriate behavior rather than immediately issuing punitive consequences. There are also increased opportunities for students to be recognized for making good choices. However, for persistent behavior issues, a series of consequences is listed in our Discipline Rubric. 

At Southeast and West Kelloggsville Elementaries, students are taught PBIS expectations through the S.O.A.R. acronym:

S = be safe

O = take ownership of their choices

A = achieve in the classroom

R = be respectful and responsible

At the start of each school year, teachers and staff teach students the SOAR expectations throughout the school: in the classroom, in the hallway, on the playground, in the office, in the cafeteria, and in the bathroom. When students are not following the SOAR expectations, they may be referred to the office for disciplinary support. This may include a conversation with an administrator, a restorative meeting with a peer or a group of peers, reviewing and practicing an expectation, a phone call home, a loss of a privilege, etc. 

In order to participate in special activities during the year, students will need to minimize their office referrals. For each special activity, the expectation for participation increases: no more than 3 office referrals, no more than 2, etc. At the end of the school year, we have a special activity for all students who have had NO office referrals. If your child is unable to attend one of the special activities, they will be in a small group reviewing the SOAR expectations that may have been challenging that month.

• Read to or with your child each night
• Help your child with his/her homework  every night
• Don’t talk negatively about the school in front of your child.
• Make sure that your child is getting plenty of sleep and is ready for school each day
• Teach your child to be responsible for their actions and their school work
• Stay involved and feel free to contact your child’s teacher with any  questions/concerns
• Ask your child about school every day and encourage them to discuss the day
• Emphasize that school is important!