Programs and Services

Programs and Services

Transitional Kindergarten or TK Program

Please also visit the school district's website for more information regarding Transitional Kindergarten found here, http://www.sandi.net/transitionalkindergarten, Transitional Kinder Brochure 
!NEW!  FAMILIES LIVING OUT OF MARVIN'S BOUNDARY ARE REQUIRED TO APPLY FOR CHOICE ONLINE FOR TK ALSO.
 
Marvin Elementary's kindergarten program features "Transitional Kindergarten" classrooms. These classes are composed of children who are kindergarten-age eligible, but whose parents have decided that they are likely to need two years of exposure to the kindergarten standards before mastery.
 
Our Transitional Kindergarten (TK) classes use the same curriculum and standards as our "regular" kindergarten classes. What makes this program different is that the children are neither expected nor required to be proficient in all kindergarten areas. The TK students are exposed to the kindergarten curriculum, but the main foci of their lessons are the behaviors and skills required to master the curriculum, rather than the curriculum itself. The TK students are learning how to be students.
 
Children are initially placed in the TK program by parent request. Generally speaking, the children in the TK class are younger. Their birthdays tend to fall in September, October and November. These are the students who begin the year as four year olds. Although some of the students are legally of age to enter kindergarten, most will struggle with the academic rigors of the regular kindergarten program. However, after a few months, some may show readiness. If the children show that they are indeed proficient in most areas, they are moved into a regular kindergarten classroom with the expectation that they will begin first grade the following year. The fluidity of the TK program ensures its appropriateness for all students.
 
Children who are not proficient in most areas are expected to repeat kindergarten the following year. The parents, who requested that their children be placed in this program in the first place, are fully aware of this and support the idea. Of course, it is their option, as with all kindergarten parents, to enroll their children in first grade. However, due to the fact that the parents chose this unique program for their children, we do not anticipate that parents will disagree with the teacher's holdover request.
 
If, for some reason, a child must change schools mid-year and attend a school that does not offer a TK program, his or her transition should be as smooth as any other transferring kindergartner. Because the TK program bases its instruction on the kindergarten standards, all TK students are receiving the same lessons as any other kindergarten program. However, because of the issues that prompted the parents to initially enroll the student in the TK program, he or she might still be requested to repeat kindergarten.
 
Marvin's Transitional Kindergarten program has proven to be enormously successful. The students who spent the previous year in the TK classroom are the early leaders in their regular kindergarten classes. They are far more confident, capable, mature, and can much more easily handle the rigors of the kindergarten curriculum. The year that these students spent in the TK program taught them how to be strong, successful students.

Choice Program

The San Diego Unified School District Choice Program provides students with the opportunity to attend a school other than their neighborhood school. The school choice program allows students to apply to any school within the San Diego Unified School District, with the exception of Magnet Schools. Learn more Opens in new window..

District Literacy Framework

All students in grades K-5 participate in the district-wide literacy program. Three hours of the day are dedicated to literacy development through a balanced approach of reading, writing, and word study instruction.

Gift and Talented Education (GATE)

GATE is a California Program which provides challenging curriculum and instruction to identified students. Students are identified by district psychologists who administer tests to all 2nd graders and students who are new to our school in grades 3, 4 and 5. The results determine placement in the GATE program for the following year and through grade 12.

GATE cluster classes contain groupings of gifted and high-achieving students in a classroom with a GATE certified teacher. GATE funds are used to design and deliver supplemental differentiated programs. Learn more Opens in new window..

Instrumental Music

A district-sponsored program brings an instrumental music instructor to the school twice a week to give lessons to interested 4th and 5th grade students. Learn more Opens in new window..

Library

We are proud to have a school library containing a wonderful collection of fiction, non-fiction and reference materials. The library provides resources to teachers and parents, and teaches students library and research skills.

Old Town and Balboa Park Programs

As part of the district's Off Campus Integrated Learning Experience (OCILE) program, each year 4th-grade students spend a week in Old Town and 5th-grade students visit Balboa Park. Learn more Opens in new window..

No Child Left Behind

No Child Left Behind (NCLB) is a federally-enacted law governing elementary and secondary education. It affects states and school districts in four basic ways: 1) greater accountability for results, 2) increased district flexibility for spending federal money, 3) expanded options for parents, and 4) increased emphasis on proven teaching methods.

These changes support the district's current focus on delivering a strong, standards-based educational program designed to improve student achievement in the gateway skills of reading, writing, and mathematics. Learn more Opens in new window..

Physical Education

Every classroom participates in a physical education program. While participating in age-appropriate physical activities, students are taught sportsmanship skills.

San Diego Police Department (SDPD) Programs

A police officer visits all classrooms to deliver a program regarding child safety. At the lower grades, the program addresses proper emergency procedures, stranger danger and bullying. At grade 5, topics also include the harmful effects of alcohol, tobacco and drugs.

Voluntary Ethnic Enrollment Program (VEEP)

The Voluntary Ethnic Enrollment Program (VEEP) allows families to choose to have their children attend a school other than their local, neighborhood school.

Special Education Programs

Parents may request that a district psychologist and resource specialist evaluate their child for learning disabilities. Requests are to be made to the principal. The IST (Instructional Study Team) meets with parent(s)/guardian(s) to determine the appropriateness of the request. Learn more Opens in new window..

Resource Teacher

The learning disabilities resource teacher serves as a member of the Instructional Study Team to assess the academic needs of students. If a student qualifies, a program is designed to meet the student's individual needs.

School Psychologist

The school psychologist serves as a member of the Instructional Study Team. Based on recommendations by classroom teachers, the psychologist assesses the academic and emotional/behavioral needs of particular students.

District Counselor

The district counselor assesses emotional and behavioral issues of children and how they impact their attainment of educational goals. He/she may see students in a small group setting or individually on a short-term basis.

Speech & Language Specialist

The speech and language specialist assesses children who require additional support in developing age-appropriate communication skills. If a student qualifies, the speech and language pathologist creates an individualized program for the student and provides the needed support.

Early Mental Health Initiative (EMHI)

EMHI is a grant-funded program. Currently available at 27 elementary schools, the program targets K-3 students experiencing mild to moderate school adjustment difficulties. The goals of the program are to enhance young students' social and emotional development, increase the likelihood that students will succeed in school, increase their personal competencies related to life success, and minimize the need for more intensive and costly services as they grow older.