HSE Preschool
2019-2020 Program Improvement Plan
About HSE Preschool of the Natural Sciences
We believe all children are capable, creative, unique social learners eager to explore and communicate.
Our children will find meaning in what they do both at and outside of school, with site visit work in our community. Leaving preschool each day with new vocabulary, a heightened sense of curiosity, persistence to problem solve, cooperative play skills, and excited to communicate their new learning.
The role of the teacher in our Preschool is to facilitate and pose questions designed to support the natural curiosity in each child, scaffolding their learning of new vocabulary and foundational academic skills in authentic ways using hands on project work in the natural science areas. Project work that includes the integration of traditional academic skills feeds children’s cognitive development. Developing the thinking, questioning, and investigation skills to be ready to enter kindergarten as independent and confident learners.
We believe
We believe
We believe
Curriculum
Through interests and the Indiana Preschool Foundations, children and teachers will engage in in-depth investigations that maximize each student’s potential and develop them into 21st century learners and leaders. The classroom is a language-rich, social environment. Communication skills, sharing, turn taking and play are at the forefront of our program.
While the schedule may vary, the Preschool day contains the following:
- Structured Learning – Children are working on fine motor and readiness skills, such as sitting at a table to complete a task, independent practice, and social skills. Activities may include puzzles, stringing beads, counting objects, or using an eye dropper.
- Community Circle – During this large group instruction, children listen to read alouds, participate in music and movement and learn social and self-regulation skills. This is also a time to discuss the daily schedule.
- Small Group Instruction – Located in different parts of the room, children rotate from area to area to work independently and with adults. Knowing how to follow a routine and multi-step directions and how to complete a task are important school readiness skills.
- Exploratory Play – This is open-ended time for children and adults to play with one another in areas of the room such as dramatic play, blocks, sensory table and light table. Exploratory Play allows children to expand upon their interests and build social-emotional skills.
- Outdoor Play – Time on the playground, weather permitting.
- Snack
Children participate in Math Workshop and Writer’s Workshop and project-based learning. They also participate in Second Steps, a social-emotional learning program.
At the HSE Preschool, we do not have weekly themes. Each class learns about topics of interest to the children. During the year, they may discuss:
- Family
- Friends
- Community helpers
- Transportation
- Healthy bodies
- Food
- Animals
- Weather/seasons
- Insects
- Plants
- Authors
Learning will take place through read alouds, study trips, and hands-on activities to deepen children’s knowledge.
Exploratory Play
Community Circle
Small Group Instruction
Our Inclusivity
Children learn from one another and have individual strengths. We believe in the importance of offering a continuum of services for students with exceptional needs. Students who have or may need an individual education plan (IEP) are provided services within our Preschool program. Individual needs and services are determined at case conferences through a partnership between the school and the family.
Hamilton Southeastern Schools place students with individual education plans in a preschool setting that is balanced with both students with and without individual education plans (IEP's). Currently, 52% of the children in the program have an IEP. There are 300 children in Preschool at this time. By school year's end, enrollment will be near 400.
What Makes HSE Preschool Unique
Program Improvement Team members were surveyed on what makes the HSE Preschool unique. Responses included:
- “The therapists and teachers work together like co-teachers. You don’t see a lot of pull out. The classes are one room, and therapists help all kids.”
- “The therapists are on-site daily. The little ones notice that everyone is together. They know everyone is special.”
- “There is a greater level of empathy and kindness in kindergarten from children who come from the program.”
- “We were looking for more diversity, just all-around. We wanted a diverse environment. At Family Information Night, the teacher talked about things my older daughter did in kindergarten. I loved knowing she would have that experience and have an easier transition into elementary.”
- “The staff makes positive comments at pick up that have nothing to do with behavior. They say something about each child as a person that was worthy of pointing out, and the kids light up.”
- “There is a continuum between First Steps, Preschool and elementary. We learn about kids and relay that information going into kindergarten. The Preschool kids can visit kindergarten rooms and use the materials.”
- “The level of education teachers have across the board. The staff is consistent and committed.”
- “The pictures teachers send home help to have conversations about the school day.”
- "The children have access to the school media center. They get to hear a story and check out a book."
Goal 1: Achievement
Goal: Preschool students will develop craft and convention writing skills.
Objective: As evidenced in student-created works, 80% of preschoolers will score a level 4 on the Blackburn Cramp Developmental Writing scale by the end of May prior to their kindergarten year.
Goal 2: Social Emotional
Goal: Preschool students will use strategies to manage their emotions.
Objective: As evidenced in their school day, Preschool students will use strategies to manage their emotions in 80% of opportunities.
Goal 3: Play Invitations
Goal: Preschool students will engage in play invitations
Objective: As evidenced by teacher-constructed invitations, Preschool students will engage in interest-driven play opportunities and describe their creations in 80% of opportunities.