Prospective Students

Truro Preschool & Kindergarten is a Christian school for children aged two and one-half through kindergarten. Our school is founded on these words which command us to love God and teach our children about Him.

"Hear, O Israel: The Lord our God is one Lord; and you shall love the Lord your God with all your heart, and with all your soul, and with all your might. And these words which I command you this day shall be upon your heart; and you shall teach them diligently to your children, and shall talk of them when you sit down, and when you rise. And you shall bind them as a sign upon your hand, and they shall be as frontlets between your eyes. And you shall write them on the doorposts of your house and on your gates." Deuteronomy 6:4-9"

It is our goal for children to grow as Christ grew "in wisdom, stature, in favor with man and in favor with God" (Luke 2:52).

The foundation of our program is our philosophy and goals.

We offer 4 programs for children, all built upon this foundation:

Our 2 ½ Program:

One of the primary goals in our 2 ½ year old class is to help children have a positive first experience in school.  We provide a loving atmosphere where children are encouraged to explore and discover the world around them to help them make a successful transition from home to school.  Part of the transition to school means learning to share and cooperate with new friends.  Language is growing by leaps and bounds at this age and much time is spent helping them express their thoughts, ideas, and feelings.  The children are very busy trying on dress-ups, brushing colors on easel paper, squeezing play dough, stacking blocks, putting puzzles together, digging in the sand and water tables, singing songs, and listening to stories.

Our 3’s Program:

Our three year olds are involved in a wide variety of group and individual activities.  Three year-olds expand their problem solving abilities, grasp of language, and memory/listening skills, while enjoying relationships with classmates and teachers.  This is a year full of activities to help the children strengthen the small muscles needed for writing, understand and follow directions, learn to count objects up to 5, and grow in their ability to focus during group times.  Circle time stories and finger plays, center time “hands-on” learning experiences, and creative movement are all part of the three year-olds preschool experience.

Our 4’s Program:

The four’s program follows the Virginia Standards of Learning for Pre-K.  The Foundation Blocks include literacy, mathematics, science, history, and physical/motor development.  Each Foundation Block box is organized and aligned to build towards the Virginia Kindergarten Standards of Learning.  The student’s activities include connecting sounds with letters and begin to identify the beginning sound of a word; recognizing and writing their own name; forming numbers and letters with downwards strokes; rhyming and putting their ideas into words.  Students work with numbers 1-20 and recognize and create patterns.   A wide variety of multi-sensory tasks designed to stimulate and strengthen early math development, pre-reading, and pre-writing skills are offered.  Units of study are introduced each month with story time, imaginative play, games, art and “hands-on” activities to support the topics.

Our Transition Program:

Our Transition program is for children who have completed a 4’s program.  This class provides a unique opportunity for those children who would benefit from an extra year of academic and social development.  It offers an in-depth review of the Virginia Standards of Learning for Pre-K (see snapshot of our 4’s program) and focuses on building self confidence, social skills, and independence.  An informal assessment of the child by our EC Development Specialist is required before entering this class.

Our Kindergarten Program:

The Kindergarten program at TPK is a developmental approach to teaching academics. The kindergarten curriculum is designed to address and help students meet all of the Virginia Standards of Learning (SOL) objectives and is creative, comprehensive, and purposeful with learning goals for Bible, literature, math, science, social studies, art, music and physical education.

We use Beginning to Read, Write & Listen, published by Macmillan/McGraw-Hill for phonics instruction and Windows on Math and Windows on Science published by Creative Publications. These publications offer a wide variety of hands on activities for learning. The children learn by first hearing the concept, experiencing the activity and then explaining what occurred. By explaining their drawings and through group discussions, the children put into words what they observed while doing the activity. The teacher helps them summarize the results.

The language program offers a comprehensive, well-balanced and integrated approach with the objective of preparing children to enter the world of communication by recognizing the patterns and rhythms of sounds, displaying knowledge of written and spoken words, and demonstrating imagination and creativity in expressing ideas orally and in writing. The goal is to give the children a solid, rich foundation as they launch into reading. For those children who are already reading or about to read, the goal is to continue to support, expand and enrich their abilities. We emphasize phonics and reinforce language instruction throughout the curriculum to ensure that the children are prepared for first grade.

The goal of the math program is to help children develop an understanding of basic mathematical relationships. The curriculum is concrete and sequential with a progression of concept development from the concrete to the abstract. Children will have many opportunities to develop mathematical concepts using manipulatives before working solely with numbers and symbols. Counting, classifying and graphing, patterning, measuring, adding and subtracting, money and time are all part of the math curriculum.

We seek to provide a loving, nurturing atmosphere, which prepares children emotionally and academically for elementary school.

Our Chapel Program:

All children attend Chapel once a week where they learn Bible concepts, hear Bible Stories, learn Scripture, sing and pray. Puppets, skits, flannel board stories, and guitar music make Chapel a fun and active time where children learn how to worship and praise God.

Financial Information

Non-refundable Fees

All registration fees and tuition deposits are non-refundable. Registration fees are due at the time of registration to guarantee a space for the upcoming school year. A tuition deposit in the amount of one month's tuition is due in May of each year. This is your last month's tuition for the coming school year.

Tuition

We are entirely dependent on tuition to operate the Preschool and to pay our teachers' salaries. The tuition that you agreed to pay for the school year determines our Preschool budget. If you choose, or need, to leave the school for any reason, you will forfeit your tuition deposit so that we can cover our costs while we endeavor to fill your child's space. For Kindergarten, we require that you fulfill your financial commitment to us for the year as it is nearly impossible to fill a Kindergarten spot once the school year has begun. If, however, we are able to fill the spot, we will require only the forfeiture of your tuition deposit.

A fee schedule can be found on the Registration Page of this website and is also available in the school office.

Tuition Due Date/Late Fees

Tuition is due on the 5th of each month. Please be prompt with your payments.

If you need to change your tuition due date, a written request must be made to the Preschool Administrator requesting the change of your tuition due date.

A late fee of $15.00 will be assessed on all tuition payments that are received in the office after the 10th of the month (or 5 days after the due date). If this is a chronic problem (occurring more than three times during the year), you will be assessed $25.00 for any additional late payments.

If you experience problems throughout the year in meeting your tuition payment obligation, please contact the Preschool Administrator. Every effort will be made to work with you to fulfill your commitment.

Returned Checks

For all insufficient funds checks returned to our office a fee of $30.00 will be charged to your tuition account. We understand that everyone makes mistakes. However, NSF checks and their associated fees create a financial burden for the Preschool. Therefore, any family that has a second NSF check returned to us will be required to pay any subsequent tuition payments in cash, by money order, or by certified check. Furthermore, if non-payment occurs a third time during the year becomes a chronic issue for you, we will mail you a certified letter detailing our board-approved policies regarding delinquent accounts.

Tuition Assistance

We would like as many children as possible to have the opportunity to attend our school. Due to the limited availability of tuition assistance funds, we require anyone requesting tuition assistance to follow the guidelines below:

• Prayerfully consider the amount of tuition assistance to request.
• Obtain a Tuition Assistance form from the Preschool Office. Complete and return to the Preschool Administrator. Please know and trust that any information you provide on these forms is held in the strictest confidence.
• Make your request by June 1 of each year.

You will receive a reply no later than the first week in September.

Health Information

Illnesses

If your child becomes sick at school he or she will be taken to the office to be cared for until your arrival. The school will call you at home or at work. If either parent cannot be reached, we will call your emergency contact.

Children who have been ill should not return to school until they are 100% symptom free for a full 24 hours. This means: no vomiting, no fever (temp. over 99o), no severe coughing, and no thick nasal discharge. If a child comes back to school too soon, he or she will be sent home.

Communicable Diseases

All communicable diseases (i.e., chickenpox, fifth disease, lice, etc.) should be reported to the office as soon as possible. We follow the recommendations of the Communicable Disease Reference Chart for School Personnel provided by the Virginia Department of Health regarding exclusion and admission to school.

Special Health Needs

We accept children with life-threatening allergies on a case by case basis.

If a child has special medical needs or severe allergies, the school requires an individualized health plan. These forms require school, parent and physician participation.

Medications

No medications are given at school unless we have an individualized health plan on file. Prescribed medicines require the direction of the child's physician.

Accidents/Medical Emergencies

In the event your child has an accident at school, we will care for your child according to our emergency policies. In a medical emergency, we will call 911 first and then we will contact you.

Required Forms

We are required by law to see an original birth certificate or passport for each child registering for school. We will copy the birth certificate number onto the child's registration form, verify that a staff member saw an original birth certificate, and return the certificate to you.

We must also have on file each year an original State of Virginia School Entrance health/immunization form with a physician's signature stating that the child is up-to-date on all his or her immunizations. This form is available as a pdf document and most doctor's offices have the form available as well. You must return it to the office by the first regular day of school.

The Commonwealth of Virginia allows for a "religious exemption" from immunizations which must be notarized and on file before the first day of school. This form is available from the State Department of Health website under 'FORMS'.

	Related Links: Registration Form School Health Form Religious Exemption Form

Registration

Our registration process begins during the month of January

Registration is now open to all students.  

We currently have openings in our 2-day 2 1/2 year old, 2-day 3 year old, Transition, and Kindergarten classes.

If you are interested in a class which is full we encourage you to be placed on our waiting list since changes often occur which create openings. Call the Preschool Office for more information.

Tours

During the month of January 2012 we will be offering tours at 10am on the following dates:

       Monday, January 30

       Friday, February 3

If you would like a tour we encourage you to make an appointment by calling the Preschool Office - (703) 691-1006 - or by emailing us at

Registration Procedures

Registration is ongoing and open to all. We continue to register as space is available.  

If you are interested in a class that is full we encourage you to be placed on our waiting list.  We often have movement with our classes and a spot could open in the class of your interest. Contact the Preschool Office if you are interest on being on our wait list.

As a reminder, we will need to see the original Birth Certificate or a Passport at the time of registration for any student new to the Preschool.

Required Documents for Registration

For each child being registered, you will need to provide:

• A registration form which can be obtained by clicking here or from the Preschool Office.
• For children who are not currently registered, we will need to see their Birth Certificate or a Passport to record the information. This is a legal requirement by the Commonwealth of Virginia.
• A registration fee for each child registered.
• Phone numbers for two emergency contacts and for your child's doctor.
• Before the first day of school, you we must have a Commonwealth of Virginia School Entrance health record on file. You may obtain this form from your Pediatrician's office, from the Preschool Office, or from the Commonwealth of Virginia Department of Health. This form is required every year for each child enrolled in the school. The form is valid for 12 months from the date of the doctor's signature. Your child will not be allowed to attend school without this form.
  • The Commonwealth of Virginia allows for a "religious exemption" from immunizations which must be notarized and on file before the first day of school.
  • A listing of the required immunizations for children to enter school or day care can be found on the Department of Health website.

Fee Schedule for 2012-2013

THE REGISTRATION FEE AND TUITION DEPOSIT WHICH YOU MAKE TO SECURE YOUR CHILD'S PLACEMENT ARE NOT REFUNDABLE.  The Registration Fee is paid at the time of registration and the Tuition Deposit will be due in early May.

Registration fee for students currently enrolled in the Preschool is $75.00.

Registration fee for students new to Truro Preschool is $95.00.

Tuition costs for the 2012-2013 school year are as follows:

Tuition Rates (Monthly ~ September through May)
2 day 2 1/2 year old class Thursdays and Fridays from 9am - 12:30pm	$180.00
2 day 3 year old class Thursdays & Fridays from 9am - 1pm	$225.00
3 day 3 year old class Mondays, Tuesdays, & Wednesdays from 9am - 1pm	$310.00
3 day 4 year old class Mondays, Tuesdays, & Wednesdays from 9am - 1pm	$310.00
4 day 4 year old class Mondays through Thursdays from 9am - 1pm	$370.00
5 day 4 year old class Mondays through Fridays from 9am - 1pm	$410.00
Transition Class Mondays through Fridays from 9am - 1pm	$425.00
Kindergarten Mondays through Fridays from 9am - 1pm	$495.00
Creative Play Afternoons (for 4 year old and older) Mondays, Tuesdays, Wednesdays, & Thursdays from 1 - 3:30pm
Monthly commitment	$ 20.00 per day
Drop-in	$ 25.00 per day
Lunch Bunch Tuesdays, Wednesdays, & Thursdays from 1 - 2:00pm
Monthly commitment	$ 7.00 per day
Drop-in	$ 10.00 per day

License Information

The Code of Virginia, Section 63.1-196.3 allows child day care centers operated by religious institutions the opportunity to file for an exemption from licensure by meeting documentation and other requirements specified within the exemption law. In compliance with the above Code, Truro Preschool & Kindergarten is exempt from licensure. Listed below are items necessary for disclosure to parents.

Applicants to Truro Preschool & Kindergarten are evaluated based on his or her:

• Personal relationship to Jesus Christ and their walk of faith,
• Experience working with preschool/kindergarten age children,
• Love for children and ability to relate to others,
• Educational background, and
• Ability to plan creatively and implement an effective program for children.

Truro Preschool & Kindergarten is located in the Education Building of Truro Episcopal Church. The Upper Room is used for an indoor playroom when weather prohibits outside play. A library on the top floor is also used regularly. On the third floor the school occupies 3 classrooms and the school administrative office. On the second floor, the school occupies two classrooms. On the basement level the school occupies 3 classrooms and the children's chapel. The fenced playground behind the main church sanctuary includes climbers, swings, a sand pit, running space, riding toys, and a tot lot.

Truro Preschool & Kindergarten provides no food service beyond a daily snack.

The maximum number of children that the school can enroll is 240.

Upon employment, all Truro Preschool & Kindergarten Staff are subject to a criminal background check.

Truro Preschool & Kindergarten staff are required to receive annual certification from a practicing physician that they are free from any illness or disability which would prevent them from caring for children. They are also required to have a tuberculin skin test every two years.

Truro Preschool & Kindergarten admits students of any race, color, national and ethnic origin to all the rights and privileges, programs and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national, or ethnic origin in administration of its educational policies or admission policies.

Truro Preschool & Kindergarten is covered by public liability insurance through the Church Insurance Company.

Truro Preschool & Kindergarten has implemented all necessary procedures and policies in keeping with the exemption from licensure requirements of the State of Virginia. Detailed information is available to parents, guardians and the general public in the School Administrator's office.

	Related Links: What is a Developmental Program? Why Have a Developmental Program?

Philosophy & Goals

As a staff we are committed to providing:

A loving and nurturing environment while allowing children to develop to the full potential God has planned for them.

• Children will know that they are loved by by God, their teachers, and the Preschool Staff through the acceptance and encouragement they receive at school.
• The environment and activities will be appropriate to the developmental abilities of the children. Children will be helped to develop appropriate behavior through various means of guidance and discipline such as positive example, listening, positive reinforcement, redirection, time-out and behavior modification.

A creative, concrete curriculum in which children will learn through play experiences.

• Activities will be presented in a variety of ways so that skills are learned with joy and eagerness.
• Teachers will create hands on learning experiences that stimulate the children to discover and explore the world.
• Materials will be arranged to allow children to work independently and in small groups. Teachers will encourage the children to use the materials to try out their new ideas and problem solving methods, recognizing this process is more important than the product.

A balance of experiences to help children grow in all areas.

• Activities will be provided to develop cognitive, emotional, social, physical, and spiritual knowledge and skills.
• Daily schedules will have a balance of quiet and active times, structured and unstructured times.
• Thematic units will be varied and use science, math, language, community, culture, art, music, and history.

IT IS OUR GOAL FOR CHILDREN TO GROW AS CHRIST GREW (Luke 2:52)

In wisdom - We want children to develop their abilities to think, to solve problems, to be creative, to acquire knowledge about the world in which they live and to communicate well. We want children to know that God is the source of all wisdom and the source of all the wonderful things they are learning about. (Genesis 1:3la, James 1:5a, Colossians 2:3)

In stature - We want children to develop strong, healthy well-coordinated bodies capable of performing the tasks God has planned for them. We want them to honor God with their bodies. (Psalms.139:13-14a, I Corinthians 6:19-20)

In favor with man - We want children to have a healthy feeling of self-worth knowing God has made them special and has given them unique gifts and has a plan for their lives. (Ephesians 2:10a, Jeremiah 29:11, Mark 6:34a, Luke 10-36-37)

In favor with God - We want children to grow in their knowledge and love of God as revealed in the Scriptures and in the people and the world around them. We want them to apply these truths in their practical, everyday living experiences. We want children to come to know Christ and to be joyful in their love for Him. (Psalms 119:105, Matthew 25:21, Psalms 16:11)

Our Developmental Program

What is a Developmental Program?

Our preschool is a Developmental preschool. We believe children generally grow in a similar developmental progression, each child growing at different rates and using different learning styles. We also believe that children learn best through play (interacting with the environment and with others) and when concepts are introduced through concrete experiences to which they can relate. These theories and concepts have their basis in the observations, research and experiences of Jean Piaget, Eric Erikson and Marie Montessori, Dr. David Elkind and many other developmental psychologists. The Gesell Institute for Human Development has studied children for over sixty years and have come to the same conclusion of past, well known, developmental psychologists; while children's rate of growth differ, their development is highly patterned, predictable, and cannot be rushed.

Now that brain-imaging technology has enabled scientists to investigate how the brain develops and works, learning based on developmental theories has more tangible support. With positron-emission tomograpy (PET) pediatric neurobiologist, Dr. Chugani from Wayne State University in Detroit, have been able to watch the regions of a baby's brain form the microscopic connections responsible for feeling, learning, and remembering. From these observations, scientists now realize that the brain develops in a generally organized fashion and that early childhood experiences have a dramatic impact on learning. These experiences physically determine how the neural circuits of the brain are wired, whereas in the past, neuroscientists assumed the structure of the baby's brain was genetically determined. The PET findings also support the theory of critical periods in children's lives. Critical periods are when specific types of learning are more easily acquired (such as learning a second language is an easier task if done before the age of 10). The research also supports the theory that learning must take place in a meaningful context and in an environment of love and support (Newsweek, Feb.19, 1996). Developmental psychologists have been promoting these theories and concepts for years.

Dr. Chugani research also has determined that information set in an emotional context seems to stimulate the neural circuitry more than information alone. This is also supported by the research of Dr. Stanley Greenspan, M.D who states, "...perhaps the most critical role for emotions is to create, organize, and orchestrate many of the mind's most important functions". For teachers, this means information must be presented in a secure, loving atmosphere through activities that are engaging to the children. The more the children are involved emotionally with the materials, the more learning occurs.

Frequently children can recite the alphabet or count to twenty long before any meaning is attached to their words. Only when numbers are taught in context, involving as much of the child's senses and emotions as possible, does the learning of foundational math concepts, such as larger numbers versus smaller numbers, occur. (How many blocks do you need to make a line as long as your friend? Is that more or less than the amount needed for you? Who is longer?) Through experience, the concept will be understood and retained. This type of learning taps into the natural desire of the child to do and explore. Christina Ward in her article, "Meaningful Mathematics with Young Children" published in Dimensions (the journal of the Southern Early Childhood Association, 2000) quotes Dr. Elkind: "Misconceptions about how young children learn result in "shoved-down", often packaged, curricula that stress direct instruction, memorization and rote, isolated skill practice, and sedentary paper-and pencil tasks such as worksheets and workbook pages". Ms. Ward contends these types of curriculums have been used for developing skills rather than developing concepts and the purpose in using these types of curriculum has been to improve achievement gains. Improved test scores do not reflect a true understanding of concepts and the ability to think through problems. The article argues that our nation's children are still not performing well in overall math performance. Instead, a child-centered, activity-oriented, approach emphasizes the children constructing mathematical concepts through observation, interacting with objects and people seeking various solutions to concrete problems, and exchanging views with peers. For children to understand and build concepts, information must be meaningful in relation to the child's experience and development.

This has been also found to be true with literacy instruction for young children. William Teal and Elizabeth Sulzby in their chapter on "Emergent Literacy: New Perspectives" in the book Emerging Literacy: Young Children Learn to Read and Write state: "Traditional, formal reading instruction typical of first grade is simply inappropriate for young children. So is the worksheet dominated reading curriculum (which pays major attention to letter naming and letter sound matching)..." Instead, meaningful activities that involve reading and writing in a wide variety of ways are more appropriate ways of teaching young children. The classroom needs to provide rich interactions and independent explorations involving reading, writing and letters. In these ways literacy is linked with experience and the active use of language is stressed. Reading to the children, providing writing centers where they can experiment with writing, interacting with others through writing and having someone to whom they can read their writing and get responses are part of the ways children learn literacy best.

Now that scientific research seems to be supporting the developmental theories we have been applying in our preschool classrooms, teachers and parents can be more confident that developmental methods are truly the best ways for teaching young children. We will be anxiously awaiting more specific information on how the scientific research should be applied in the classroom. Harvard University's Graduate School of Education is the first program (just started this year) to combine cognitive science, neuroscience and education. In this program, they will be training experts to combine the new scientific findings with classroom experience. Presently, there are not many people who know enough about education and neuroscience to combine the ideas for concrete classroom use (The Washington Post, Nov. 19, 2002). Hopefully, we will be learning more in the near future to make sure the learning experiences we provide in our classrooms are the best possible for the children.

Why Have a Developmental Program?

Truro Preschool and Kindergarten is a development program. This means the learning activities in the classrooms are related to the children's developmental stages, needs, and interests. Because the child's natural learning abilities and interests are used to further his/her development; play is essential to their learning. Children learn best by doing and self-discovery. These "self-discovery" times are actually activities planned by the teacher for independent exploration by the children. The greatest learning occurs through using "hands on" activities. The more senses involved in these activities the more learning occurs. In addition to these basic concepts, the following ideas are central to creating quality developmental appropriate classrooms.

Children strive to understand and make sense of their experiences.

Children develop understanding through play.

All areas of developmental needs are interrelated (social, emotional, intellectual, physical and spiritual).

Although children generally grow in a similar developmental progression, each will grow at different rates and will use different learning styles.

Children need adults to help them make sense of their experiences.

The needs of preschool children can best be met through flexible classroom arrangements that contain interest centers and individualized activities.

Children learn best when concepts are introduced through concrete experiences to which they can relate.

The teacher's role is to 1) create learning experiences; 2) plan an effective learning environment; 3) encourage the children to participate in stimulating social situations and other learning activities; 4) use themes that are of interest to the children and herself; and 5) create lesson plans addressing each developmental area which involve the centers of the classroom. She guides the children in the activities, helping them to problem solve and use language in expressing their ideas and the concepts being taught. In addition, the teacher observes, records, takes notes and attempts to know the children well in all areas of growth. Please share about your child and team with the teachers so they may help the children develop and learn as much as possible.

In addition, we attempt to keep our kindergarten as developmental as possible. Because of Virginia's Standards of Learning Objectives and the incorporation of phonics into our curriculum, it becomes very difficult to stay purely developmental. There are many concepts that must be taught in an orderly, sequential manner. However, the teachers continue to use the developmental philosophy and often have a theme for the month or a project for a few weeks while continuing to work in the letter books. Within the theme, activities addressing the Standards of Learning Objectives and concepts are planned. As you can imagine, there is a lot of complicated planning involved in the kindergarten classes! Not only are the teachers attempting to plan activities for these objectives, they are also viewing the children individually and attempting to plan activities to help them grow developmentally.

Now you'll know what others are talking about when the term "developmental preschool" is used. Whatever the educational philosophy, the most important and integral part of our school is our love and belief in Jesus Christ. This is what makes Truro Preschool and Kindergarten a quality program. We try to express the love that Jesus has for the children and their families. Everything else falls into place when Jesus is put first.