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Pre-K Accreditation

Pre-K Accreditation

Pre-K Parent Survey

Parent and Guardians,

We are sharing some transition activities with you that will take place in Pre-K to help transition our students to Kindergarten in the months of March, April, May and June. If you have any questions about the activities listed below feel free to ask any questions about the transition process as we will be sending activities home to aid in helping with transitioning at home to Kindergarten as well. 

Ms. Smith and Ms. Gyeke: Glenridge Elementary Transition Activities for Prekindergarten to Kindergarten 

Month

Activities

March

10 - “Loaves of Love” Activity with Kindergarten Classes

April

7-11 Students will visit kindergarten classrooms and listen to a story with kindergarten students. 

23 -Math Literacy Night 5:30-7:30pm

May

1-31   : Read books about getting ready for Kindergarten 

1-31: Have students create individual or group “Look What I Can Do Now” collages and book

28 - Trip to the Maryland Science Center

TBD - Trip to local library

June

3 - Trip to Maryland Zoo

16 - Moving up Ceremony

 

Glenridge Pre-K Program Evaluation

Dear Glenridge Families,

PGCPS has been using the Classroom Assessment Scoring System (CLASS) as an observational instrument to assess classroom quality in our pre-kindergarten classrooms. Effective teacher-student interactions are a primary component of high-quality early educational experiences. Below you will find our fall evaluation “glows” and “grows.” We look forward to sharing our growth after our spring evaluation. 

Glows 

  • Positive Climate- There are many indications that the teacher and the students enjoy warm, supportive relationships with one another. The teacher and students demonstrate respect for one another.
  • Behavior Management- Rules and expectations for behavior are clear and consistently enforced and effectively redirects misbehavior by focusing on positives and making use of subtle cues. Behavior management does not take time away from learning.
  • Productivity- The teacher effectively focuses students' attention toward learning objectives and/or the purpose of the lesson and There is evidence of classroom routines that allow everyone to know what is expected of them.

Grows 

  • Concept Development- The teacher occasionally uses discussions and activities that encourage analysis and reasoning and should provide opportunities for students to be creative and/or generate their own ideas and products.
  • Quality Feedback- Intentionally scaffold for students to support any misunderstandings of concepts. Provide feedback loops- back and forward exchanges between teacher and student.
  • Language Modeling- Intentionally repeat and extend the student’s responses.  Encourage conversations and provide more open ended questions for students to discuss.

View the Glenridge Program Evaluation Flyer

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