Academics

Academics at Frantz Coe

Learn more about Seattle Public Schools curriculum.

Seattle Public Schools Advanced Learning Programming, Identification and Eligibility

Visit the Seattle Public Schools Advanced Learning page for more information about programming and the identification and eligibility process.

Advanced Learning Opportunities at Coe Elementary School

Coe is committed to providing a rich learning environment that creates high expectations for every child. We believe each student should be given the opportunities and supports they need to be highly successful at their individual level. We use data and progress monitoring to appropriately differentiate for each student. All teachers will provide teaching and learning that is delivered with Universal Design for Learning (UDL) and differentiated to meet the needs of students within their grade level. This approach includes three tiers of service for students depending on individual needs:

Tier 1 is education provided for all students in the classroom in all schools. This includes universal design for learning, differentiated instruction, and talent development/enrichment.
Tier 2 support services increase the depth and complexity, and provide for exploration, interest-based learning, and student voice centered activities through a variety of differentiation strategies within grade level content.
Tier 3 support services are specifically matched to the student and determined by an individual needs assessment.
- All students participate in Tier 1 learning.
- Some students need additional challenge and Tier 2 services are added to their Tier 1 learning.
- Some students, after participating in Tier 1 and Tier 2 services, need something in addition to meet their complex needs.

This model serves our students in need of advanced learning services (Advanced learning and Highly Capable) as well as all students. We provide a rigorous learning environment for all students by utilizing differentiated instruction, flexible grouping, enrichment opportunities, and cross-grade partnerships.

Underlying Differentiation Principles

Instructional differentiation is provided in every classroom at Coe. We deliver accelerated instruction for ANY student that demonstrates mastery of grade level standards, including students eligible for Advanced Learning and Highly Capable services. All accelerated content is delivered within the classroom or grade level cohort.

ASCD (Tomlinson, et. Al.), defines the following as foundational principles for differentiating instruction:

Differentiate by content “what you teach”: Differentiated content can be based on the variety of learning styles, interests (choice), learning contracts, targeted resources, acceleration, and curriculum compacting etc.
Differentiate by process, or “how you teach it”: Differentiated processes can include multi-modal instruction, tiered curriculum, learning centers, learning contracts, journal prompts, choice of work partners etc.
Differentiate by product “how you assess it”: Differentiated products: self-assessment and peer assessment strategies, project-based learning, tiered rubrics, interest-based assignments, etc.
Differentiate by learning environment “where it takes place”: Differentiated learning environments include a focus on development of the classroom as a community of learners; strategies can include formative assessment practices, collaborative development of classroom procedures, class meetings, shared decision making, response journals, debates, “me” presentations etc.

Advanced Learning Opportunities in Mathematics

Coe utilizes the enVision Math 2020 Common Core curriculum, which is grounded in problem-based and visual learning to create engaging environments that invite inquiry and discovery. enVision Math 2020 Common Core provides hands-on problem-based activities to promote deep understanding of concepts and flexible differentiation to ensure students’ learning needs are met.

Coe teachers implement differentiated mathematics instruction in varied groups: whole class, small group, partners, and individual. The following instructional strategies are utilized in mathematics to support differentiation:

Parallel Tasks. All students work on the same core content with tasks of different complexity.
Curriculum Compacting. Use assessment to determine student skill level in a core content area. Then eliminate or enhance parts of the curriculum based on instructional need.
Flexible Groups. Students are grouped by interest, achievement, activity preference, or specific instructional needs.
Math Centers and Cooperative Games. Activities in small groups based on student choice or teacher designation.
Small Group Instruction. Teacher works with a small group of students on a targeted learning goal.
Tiered Assignments. Adjusted degrees of difficulty of a question, task or product to match student’s current readiness level.
Open Questions. A question framed in such a way that a variety of responses/approaches are possible.
Targeted Questioning. Teacher is intentional about depth of questions asked. All students are asked questions that require critical thinking at a level that is challenging for them, and all students benefit from hearing their peers’ thinking.
Computer-Adaptive Mathematics Practice. Students engage in computer-based learning adaptive to individual levels of development and understanding

What are the different pathways to high school mathematics courses for my student?

Advanced Learning Opportunities In Reading & Writing

The strategies listed above are also adapted for use in reading and writing instruction.

Coe utilizes curriculum developed by Center for the Collaborative Classroom for reading and writing in grades K-5.

The Being a Reader component of the Center for the Collaborative Classroom curriculum supports advanced learning by:

differentiating and teaching phonics and foundational skills to mastery
developing comprehension, fluency, vocabulary, and independent thinking
using open-ended questions and facilitated discussions to deepen understanding
providing daily time and support for independent reading practice catered to the individual

The Being a Writer component of the Center for the Collaborative Classroom curriculum supports advanced learning by:

Providing student-centered writing instruction in process, genres, and conventions
Using collaboration and peer feedback to foster an engaged writing community
Including time in each lesson for students to apply skills through independent writing at their level of development
Improving individual writing fluency

Additional instructional strategies that support advanced learning in reading and writing:

Flexible Leveled Reading Groups (K-3). Utilizing the Collaborative Classroom curriculum, students are placed in groups by current reading level to ensure appropriate instruction and reading materials. Groups can change as students’ reading skills develop.
Book Clubs (3-5). A group of students read the same book and engage in collaborative discussion around themes, cultural and historical connections, vocabulary, and author’s purpose and style.
Independent Daily Reading- IDR (K-5). Each student will have an opportunity for self-selected reading during the school day to develop reading fluency and get in the habit of reading.
Individual Reading & Writing Conferences (K-5). Teacher holds individualized conference with student to target individual strengths and skills.
Support for Students in Selecting Appropriate Books. Teacher will guide students in choosing just-right books for independent reading. (Criteria include instructional level, high-interest reading, and student choice.)
Independent Book Study Projects. Opportunities for students to explore a topics of interest and apply analysis and comprehension strategies.
Response to Literature. Opportunities for students to demonstrate understanding by using text to make connections and support reasoning.
Computer Adaptive Reading Practice. Students engage in computer-adaptive, personalized literacy practice.

Other Advanced Learning Opportunities at Coe

Mathematics residencies
Research Projects
Science, Technology, Engineering, and Math afterschool learning programs
Lexia Core5 Reading- supplemental, computer adaptive, blended learning literacy practice.
SuccessMaker Math- supplemental, computer adaptive differentiation and intervention in Mathematics.
IXL- supplemental, computer-based, individualized math practice
Reflex & FRAX Math- students build mathematical fact fluency via self-paced, computer-adaptive practice.
Leadership opportunities for students including Student Council, Reading Buddy Partnerships, affinity groups, and more.

In 2016, Seattle Public Schools adopted English language arts instructional materials created by Center for the Collaborative Classroom for reading and writing instruction in grades K-5.

Collaborative Literacy is a comprehensive ELA curriculum designed to develop independent readers, writers, and critical thinkers. Comprising three components– Being a Reader, Making Meaning, and Being a Writer– Collaborative Literacy addresses the core competencies traditionally taught in the language arts block while at the same time creating classroom communities in which students can learn and grow. The curriculum marries the latest research in literacy education with integrated social skills development and embedded professional learning.

Firmly rooted in best practices, Collaborative Literacy reflects the following principles throughout:

Learners become independent readers, writers, and thinkers: Students are invited to take risks in their learning, building their confidence and ability to express their thinking

Authentic reading and writing experiences: Students immediately apply what they are learning in whole-class instruction to their own reading and writing, reinforcing the new learning and showing students that what they are learning is relevant to their own lives

Equitable access: Lessons are carefully structured with whole-class and partner discussions to ensure that all students have ample opportunity to articulate their thinking

Professional learning: Lessons build teachers’ understanding of best practices in literacy instruction and give teachers the tools to transform classrooms

Meaningful assessments: Formative and summative assessments support instructional decision making for the class and for individual students

SEL with literacy instruction: Teachers foster fundamental shifts in the ways their students feel, speak, think, and learn, with the goal of enabling students to become independent learners

Having every student be a strong independent read is the goal of the staff at Coe Elementary. To this end, students and families also have the support of a reading specialists who provide intensive support to students in small groups settings.

Coe Elementary School also utilizes a variety of supplemental materials and tools to support reading development and differentiation including:

Heggerty Phonemic Awareness

Lexia Core5 Reading

The Health and Fitness Program/Curriculum at Coe School strives to share in the responsibility of developing positive intellectual, emotional and social skills of our students. Physical activity is proven to enhance intellectual learning and growth. In a success oriented environment, games and sports can enhance our students’ emotional and social skills. We learn about the differences between people, healthy competition, teamwork and sportsmanship. We learn about playing fair, winning with humility, losing with grace and respecting others. The students learn fitness concepts and health and nutrition concepts within the context of fun games. The ultimate goal is to provide a quality health and fitness program that builds knowledge, fitness, movement skills, social well being and confidence so all students can enjoy a healthy active lifestyle, and for students to develop a lifelong appreciation for physical activity and good nutrition.

A key component of the Health and Fitness curriculum is the understanding of five basic fitness components. They are cardio-respiratory endurance, flexibility, muscular strength, muscular endurance and body composition. All students learn about the five fitness components and actively engage in their practice. 3rd through 5th grade students are tested twice a year by running the Pacer, doing push-ups, doing curl-ups (sit-ups) and measuring the flexibility of the hamstrings and lower back. After the fall pre-test, students engage in goal-setting. The students are tested again in the spring to check for progress towards their goals.

Here is a brief description of the five fitness components.

Cardio-respiratory Endurance (tested by the Pacer, a timed 20 meter run)

Cardio-respiratory endurance is the ability of the heart and lungs to supply oxygen to the body during long periods of physical activity. Distance measurements such as the Pacer are used to determine the strength of the heart. Muscles demand oxygen to produce energy. The heart is the muscle that delivers oxygen to the rest of the body. During the Pacer, when a person slows down, it is because his/her muscles are not receiving enough oxygen from the heart and this determines the level of cardio-respiratory endurance.

Flexibility (tested by the v-sit and reach)

Flexibility is the muscles’ ability to move a joint through a full range of motion. It is important for reducing the risk of injury and enhancing performance in activities. A common way to measure flexibility is the sit and reach measurement. This measurement is done using a box designed to determine how far the body will stretch forward at the waist.

Muscular Endurance (tested by curl-ups)

Muscular endurance is the ability of the muscles to work over a long period of time without becoming tired. Being able to keep the muscles working without having to stop and rest is important for everyone. The one-minute curl-up measurement is used to determine the amount of muscular endurance in the abdominals and hips.

Muscular Strength (tested by push-ups)

Muscular strength is the ability of a muscle or muscles to push or pull with its total force. Strength is a part of every movement. The push-up is a measure of muscular strength. This measurement is done by performing as many right angle push-ups as possible. By improving muscular strength, every physical activity becomes easier.

Body Composition (not tested)

Body composition is the relationship between fat-free mass and fat mass. Fat-free mass is the combined weight of the bones, muscles and organs. Fat mass is the total weight of fat stored in the body. A healthy body is the correct relationship of fat-free mass and fat mass. Healthy body composition is maintained at approximately 80% fat free mass and 20% fat mass . Students come to understand that regular physical activity and good nutritional habits should accomplish a healthy body composition.

Seattle Public Schools is committed to providing a daily, quality Physical Education program that builds knowledge, fitness, movement skills, social well-being and confidence so all students can enjoy a healthy active lifestyle.

The program goals will be accomplished by:

Knowledge

A K-12 articulated written curriculum aligned with state standards (i.e. nutrition, goal setting, five components of fitness)

Physical Fitness

Progressive physical fitness skills articulated from K-12
Fitness measurements are used to track students? fitness
Implementation of personal fitness plans at middle and high school

Fundamental Movement Skills

Developmentally appropriate progressive motor skills K-12
Team, individual and lifetime activities that build the habit of an active lifestyle
Social Well-being
- Improving social relationships, and emotional well-being through active engagement in physical activity

The Seattle Public Schools adopted math instructional material for grades K – 5 is enVision Mathmatics 2020 Common Core.

enVision math is based on project-based learning and the belief that students are best able to develop mathematical understanding through discussion, debate, and application to authentic situations.

Key components of the Seattle Public Schools math block are:

Whole Group Math Discussions – an opportunity for all students to participate in an open-ended exploration of ideas.
Whole Group Math Instruction – time for teachers to guide learning in a new or specific direction.
Partner and Independent work – Students learn more when they have an opportunity to try out ideas, explain themselves to peers, and revise their thinking.
Small Group Instruction – An opportunity for teachers to offer more personalized instruction.
Sharing and Reflection – A time to review the learning of the day and for students to reflect on how they feel about their success.

More about differentiating the math block can be found in the Comprehensive Math Framework (opens in a new window)

Rigor in Mathematics

Rigor in math includes a balance of fluency and procedural skills; conceptual understanding; and application. All three aspects should be pursued with “equal intensity.” Students should

know why – have conceptual understanding of properties and operations not just memorization.
know how – using procedural skill and fluency to access more complex concepts.
know when – to apply correct concepts and procedures and use math flexibly to solve problems.

A strong elementary math education rests on all three pillars:

Rigor in Math
Why: conceptual understanding
How: Procedural skills & fluency
When: Application

Learn more about elementary mathematics in Seattle Public Schools.

Coe Elementary School also utilizes supplementary materials to support mathematics development and differentiation including:

SuccessMaker

Reflex Math

Frax Math

Freckle

IXL

What are the different pathways to high school mathematics courses for my student?

The newly adoption Seattle Public Schools K-5 science curriculum is Amplify Science. It is the product of a collaboration between the University of California, Berkeley’s Lawrence Hall of Science and the instructional technologists at Amplify, with funding from the Bill & Melinda Gates Foundation, the Carnegie Corporation of New York, the Institute of Education Sciences, and the National Science Foundation.

Since their release in 2013, the Next Generation Science Standards (NGSS) have raised the bar for science education. Moving the focus of instruction away from memorization and toward active engagement and critical thinking, the standards aim to teach students to think like scientists and engineers and grapple with core scientific principles, in addition to supporting deep learning of concepts that cut across science domains. Amplify Science has been designed from the ground up to meet the Next Generation Science Standards and respond to the instructional shifts called for by the National Research Council’s Framework for K-12 science education (2012).

Amplify Science’s instructional model allows students to access their prior knowledge and to connect past learning experiences to the present. Students have the opportunity to ask questions and define problems about the natural and designed world, design investigations in which they collect and analyze trends and patterns in their data, engage in argument form evidence in both writing and through discourse with their peers, develop conceptual scientific models of physical phenomena, and to communicate their findings from their investigations.

Science Curriculum

Since their release in 2013, the Next Generation Science Standards (NGSS) have raised the bar for science education. Moving the focus of instruction away from memorization and toward active engagement and critical thinking, the standards aim to teach students to think like scientists and engineers and grapple with core scientific principles, in addition to supporting deep learning of concepts that cut across science domains. Amplify Science has been designed from the ground up to meet the Next Generation Science Standards and respond to the instructional shifts called for by the National Research Council’s Framework for K-12 science education (2012).

Amplify Science Instructional Model

Amplify Science’s instructional model allows students to access their prior knowledge and to connect past learning experiences to the present. Students have the opportunity to ask questions and define problems about the natural and designed world, design investigations in which they collect and analyze trends and patterns in their data, engage in argument form evidence in both writing and through discourse with their peers, develop conceptual scientific models of physical phenomena, and to communicate their findings from their investigations.

Learn More about the Amplify Science K-8 Curriculum

About Amplify Science

Assessment

The Amplify Science curriculum was constructed to develop deep science knowledge and understanding, not merely touching on each science standard, but allowing for a depth of coverage in a variety of learning style for each. The program’s system of assessments provides an innovative means of supporting all students in developing this deep understanding. By aligning instruction to focused, meaningful, and standards-based learning goals every student is achieving the level of understanding required by each unit.

Assessment opportunities include:

Pre-Unit Assessment: Drawn and written responses (K–5). We want to know what understanding students are bringing to the classroom.
On-the-Fly Assessments: Are designed to help a teacher make sense of student activity during a learning experience (e.g., student-to-student talk, writing, model construction) and to provide evidence of how a student is coming to understand core concepts and developing their use of the other dimensions in our state standards.
End-of-chapter assessments: Variety of tasks, intended to assess student progress, occurring at the end of each chapter. Examples include written scientific explanations, argumentation, developing and using models, and designing engineering solutions.
Student Self-Assessments: One per chapter; brief opportunities for students to reflect on their own learning, ask questions, and reveal ongoing thoughts about unit content.
Critical Juncture Assessment: Occurring toward the end of each chapter (K–5), these help teachers to ensure all students are ready before moving on to a new phase of instruction.
End-of-Unit Assessment: Targeted conversations (K–1), written responses (grades 2–5). These assessments for each unit are designed to provide valid, reliable, and fair measures of students’ progress and attainment of three-dimensional learning.
Investigation Assessments: Embedded in one unit at each grade level, these summative assessments provide students with an open-ended opportunity to show what they’ve learned by planning and conducting their own scientific investigation of a scientific phenomenon. Across K-5, these assessments occur in the units: Sunlight and Weather(Kindergarten); Light and Sound (Grade 1); Plant and Animal Relationships (Grade 2); Balancing Forces (Grade 3); Vision and Light (Grade 4); and Patterns of Earth and Sky (Grade 5).

Social Studies skills are used to build new understanding and utilize background knowledge to construct meaning and share complex ideas in these four areas.

Connecting to Since Time Immemorial (STI)

The state-developed and SPS-approved Since Time Immemorial curriculum is a crucial part of social studies education in Seattle Public Schools (SPS) and Washington state.

State law mandates the teaching of local tribal history in Washington’s K–12 classrooms. Moreover, the Since Time Immemorial curriculum takes an integrated approach so that teachers can teach this content within social studies units aligned to state standards and, where appropriate, build toward successful completion of OSPI-developed classroom-based assessments (CBAs).

Social Studies Curriculum

Students at Coe learn about the world in the contexts of History, Economics, Geography, and Civics. Social Studies skills are used to build new understanding and utilize background knowledge to construct meaning and share complex ideas in these four areas.

Connecting to Since Time Immemorial (STI)

The state-developed and SPS-approved Since Time Immemorial curriculum is a crucial part of social studies education in Seattle Public Schools (SPS) and Washington state.

State law mandates the teaching of local tribal history in Washington’s K–12 classrooms. Moreover, the Since Time Immemorial curriculum takes an integrated approach so that teachers can teach this content within social studies units aligned to state standards and, where appropriate, build toward successful completion of OSPI-developed classroom-based assessments (CBAs).

Since Time Immemorial Resources

SPS has a wealth of resources and guidance on STI on the “American Indian Studies” webpage.

In addition, to get guidance on specific curricular resources, instructional materials, and books, please visit to the SPS Native American Education Library.

Finally, to view the state-developed resources on STI, please visit the Office of Superintendent of Public Instruction (OSPI) Since Time Immemorial webpage

Coe’s Visual Arts program

Coe’s Visual and Performing Arts Program

Encourages artistic and aesthetic growth through exploration and observation
Supports the understanding and the use of art elements, concepts, and vocabulary
Promotes creativity, originality, and the enjoyment of the artistic process

In Visual Art students…

respond, interpret, and reflect on a variety of artistic works
use a variety of arts media to express and communicate
use the creative process to solve problems
explore the world of art history and cultural art
relate artistic ideas and work with societal, cultural, and historical context to deepen understanding

In Performing Arts students…

have learning goals in music, dance, and theatre arts.
learn healthy singing techniques and build their musicianship skills while playing both pitched and rhythm instruments.
practice the creative process of creating, rehearsing, and revising original dances.
grow their appreciation of music and dance from a variety of genres and cultures.
build acting skills by altering their voices and using their bodies to communicate character traits and emotions.
engage in drama activities that pair well with social emotional learning goals.

Additional Enrichment Opportunities

The Northwest Art Project brings original works of art on loan from Junior League of Seattle to our students, giving them the amazing opportunity to get up close and interact with works of art.
Through the Creative Advantage, Seattle Public Schools’ arts plan, we are able to establishes partnerships with local artists-in-residence to work with students to enhance academic engagement by integrating arts with other core content in their classrooms.
Through the generosity of our PTA we are able to schedule several high-quality assemblies.
The visual arts teacher offers a rotating schedule of after-school art programs for students focusing on painting, drawing, clay, sculpture, and more. The performing arts teacher also offers both an after-school choir and a musical theatre club.

Mission and Vision

The mission of Visual & Performing Arts is to ensure equitable access to a comprehensive, sequential, and predictable arts education for each and every student in Seattle Public Schools.

We envision a wholistic approach to learning where students can explore, take risks, make mistakes, be themselves, and find community.

Arts Goals

Every student in every school receives:

High quality arts learning that teaches sequential arts skills and techniques, develops students’ 21st century skills and is culturally responsive
Instruction from certified arts teachers
Arts integration
Arts partnerships with community-based organizations and teaching artists
Opportunities to connect arts to careers

Why the Arts Matter

Research shows that students who have an arts education are more successful in school and life. Students in the arts:

are more motivated and engaged,
have better attendance,
have lower discipline rates,
do better academically,
are more likely to graduate, and
are more civically engaged as adults.

Social Emotional Learning

Coe Elementary utilizes the RULER program to support the social emotional development of students and to create a welcoming learning environment for all students.

The RULER Approach

RULER is an approach to social emotional learning (SEL) that teaches emotional intelligence to people of all ages, with the goal of creating a healthier, more equitable, innovative, and compassionate society.

The Anchors of Emotional Intelligence

The RULER Anchor Tools build the emotional intelligence of school leaders, teachers and staff, and students and their families. The four RULER Anchor Tools are:

1. Charter

The Charter is an agreement guided by two questions:

How do you want to feel when we’re together?
How will we help each other have these feelings?

2. Mood Meter

The Mood Meter is a tool that helps us understand our emotions. It’s made up of four different quadrants.

Blue like sad or lonely
Red like anger or fear
Yellow like joy or excitement
Green like included and calm

3. Meta-Moment

The Meta-Moment is a pause between the moment something happens and our response. Its our steps are:

Sense: Noticing body, thoughts, feelings like sweaty palms and a racing mind
Pause: Taking a deep breath
See Your Best Self: Remembering the person you want to be
Strategize & Act: Use an action or thought strategy. For example taking a walk, getting a drink of water, remembering there is more than one way to look at a situation.

4. Blueprint

The Blueprint is a set of questions for resolving conflicts:

What happened?
How did I feel?
What caused my feelings?
How did I express and regulate my emotions?
How might my actions have affected others?
Next time how might I respond differently?

Visit the SPS RULER website to learn more.

Positive Behavior Approach

At Coe, we believe that each student has a responsibility to help school be a pleasant, safe, inclusive, and caring place to learn and play. We expect each child to exhibit appropriate behavior in all areas of the school so teachers can teach, and children can learn and feel safe. School and classroom expectations and student responsibilities will be taught, modeled, and reinforced throughout the year and staff will provide differentiated support to students in modeling these expectations and responsibilities. We match high expectations for students with a high level of warmth and support.

Coe Schoolwide Positive Behavior Expectations:

Be Safe

Be Kind

Be Coe (respectful and responsible)

Through Coe’s Positive Behavioral Interventions and Supports framework staff teach, model, reinforce, and frequently review these expectations in areas such as classrooms, playground, lunchroom, hallway, and restrooms. These expectations are also posted clearly in the building for students, staff, and visitors to reference. Students are recognized for modeling positive behavior through a school-wide system called Positive Paws. We encourage you to review Coe behavior expectations with your child.

What happens if a student engages in misbehavior?

The foundation of Seattle Public Schools’ discipline policy is one of prevention, by establishing a safe and welcoming environment that includes shared behavioral expectations and a common language for talking about expected behavior that is inclusive of students, families, teachers, administrators, volunteers, and other staff. Discipline procedures and strategies aim to maximize instructional time and reduce out of school consequences for behavior.

Typically, the Coe staff member supervising students will address the misbehavior and support conflict resolution, but if the behavior continues to occur or is serious in nature, the issue will be referred to the principal or assistant principal. Specific behavior that will be sent to the principal or assistant principal includes but is not limited to physical aggression; failure to follow the directions of a staff member; and verbal aggression.

The principal/assistant principal will utilize Seattle Public Schools policy and procedures when determining consequences for misconduct. Parents will always be contacted via email or phone if a student is referred to the principal or assistant principal for behavior.

Learn more about Student Rights and Responsibilities and Discipline.

Helping Your Child Prepare for Kindergarten

Families are their child’s first and most important teacher. Your involvement in their learning is critical to both in preparing them as they enter school and over the course of their educational career.

All the experience, care and learning opportunities your child receives from birth to five years of age contribute to their School Readiness. The resources below will help you find information and tools to support you in your role as your child’s first teacher.

The State of Washington Early Learning and Development Guidelines ( English guidelines, Spanish guidelines) offers examples of skills seen in all areas of learning for typically developing children ages birth through eight.

Parents and families have a very important role as their child’s first teacher. Children learn in different ways and at different rates. They come to school with varying skills. You’ll notice that a child who is ready for kindergarten has skills in many distinct areas, such as:

Self-care and getting along with others
Physical abilities like moving and handling a pencil or crayon, a fork or chopsticks
Listening and speaking
Thinking and problem solving
Recognizing letters and their sounds, and playing with words
Counting and sorting; recognizing shapes and sizes
Personal safety and awareness of one’s name, home address, etc.

Kindergarten Readiness Guidelines

Parents and families have a very important role as their child’s first teacher. Children learn in different ways and at different rates. They come to school with varying skills. These guidelines highlight some of the skills children need to be prepared for kindergarten in six developmental areas. The list below suggests ways to work with your child to help him/her be more ready for school.

Social/ Emotional

My child can follow 2-step directions consistently and is beginning to follow 3-step directions.
My child can remember and follow routines (ex: dinner, bath, brush teeth, read bedtime story, go to bed).
My child can tell about his/her own feelings (ex: I feel happy, I feel sad, I feel excited).
My child can calm him/herself when frustrated or upset.
My child can put on his/her own coat.
My child can use the bathroom independently.
My child can wash his/her hands.
My child can put away toys, clean up small spills and pick up after him/herself.
My child shares, takes turns and helps others.
My child adjusts to new situations and/or people.
My child plays cooperatively with others.
My child can comfort others.
My child has the opportunity to play regularly with the same friends his/her age.

Physical

My child can run, jump and gallop.
My child can stand on one foot.
My child can throw and catch a large ball.
My child can kick a ball.
My child can cut using scissors.
My child can hold and use a pencil.
My child can buckle, zip, snap, and button.

Language

My child can use words to express his/her thoughts and needs.
My child can name and describe familiar things in his/her world.
My child uses new words everyday.
My child speaks clearly and is understood by most people.
My child can speak in 4-6 word sentences.
My child can talk about things that happened in the past, with details.
My child can have a conversation on one topic with another person, taking turns talking.

Cognitive

My child can think of more than one way to solve a problem.
My child shows curiosity and seeks answers to questions.
My child shows flexibility and creativity in play and problem solving.
My child can group things by color, shape, or size, etc.
My child can sit still, stay focused and stick with an activity.

Literacy

My child knows 5-10 rhymes or children’s songs.
My child knows if words start with the same sound (for example: big, brown, bear).
My child can hear parts of words (ex: hap-py, 2 parts or 2 syllables).
My child recognizes and names 10-20 upper and 10-20 lower case letters.
My child says the correct sounds for 10-20 letters.
My child is familiar with the parts of a book: cover, title, pages, words, etc.
My child reads with an adult or listens to a story daily; he/she can talk about and retell a story.
My child “writes” a story by drawing pictures and/or using letters.
My child can write his/her name and identify the letters.
My child can say the alphabet.

Math

My child can count 10-20 objects, pointing to each object.
My child can count out loud, in order, up to 20.
My child is beginning to understand and use the words more, less and the same.
My child can identify numbers 1-10.
My child connects numbers 1-10 with the matching set of objects.
My child identifies common shapes (ex: circle, square, triangle, rectangle).
My child matches and sorts simple shapes.
My child uses measuring tools in play (ex: cups, spoons, ruler, scale).
My child uses words to describe things by size, shape, and weight (ex: big, circle, heavy).
My child can put things in order (ex: 1st, 2nd, 3rd).

Personal Information

My child knows his/her first name, last name and parents’ names.
My child knows his/her address and phone number.
My child can name 10 body parts (head, shoulders, knees, fingers, etc.).
My child knows his/her age and birthday.

Public Libraries & Other Resources to Support the Kindergarten Transition

Reading, talking and singing with your child is an easy way to build their vocabulary and help them get ready for school. Visiting public libraries, even before children can read, helps them to love and appreciate language books, and other media. Libraries provide free virtual story times and activities in different languages. Checking out books and music is free. You can get a library card for your child from birth onward. Visit your local public library for more information.

Supporting the Kindergarten Transition and About Kindergarten at Coe

Coe Kindergarten Philosophy

We believe instruction that is vibrant and cognitively stimulating engages students and creates positive outcomes.

We celebrate diversity and meet the learning needs of every student.

We believe in the potential and brilliance of every child.

We want kindergarten to be a joyful and engaging experience for ALL!

How can I support my child’s success in kindergarten?

Encourage reading in any way you can.

Make math a part of everyday life.

Treat your child like an author.

Teach your children how to listen. Model effective listening behaviors.

Support your child’s kindergarten teacher and school rules.

Be open with your teacher about your child’s needs and changes.

Make sure your child is ready for learning each day.

Spend time in your child’s classroom.

Encourage responsibility and growth mindset.

Promote your child’s independence whenever possible!

Provide opportunities for social interaction & problem solving.

Stay up to date on classroom and school communication.

Ask your child about school every day.

How will I learn about important start of school information?

All Coe families will receive school communication in August with essential start of school information.

All families receive a Coe Family Handbook before the start of school.

Kindergarten Family Connection Meetings are another a great time to ask your child’s teacher questions.

Kindergarten Transition Family Engagement Activities

Summer PTA Kindergarten Playdates

Kindergarten & New Family Meet & Greet

PTA Kindergarten “Boo Hoo” Breakfast (First Day of School)

PTA Back to School Bash