September 9, 2024 • 26 mins
Current Kindergarten teachers are seeing some impressive skills from the new 2024-2025 students entering elementary school. Many of their students had access to our newly opened preschool classrooms at their neighborhood schools.
In this episode of the onesmfc Podcast, we explore the vital role of preschool education and its impact on families. Joining Superintendnet Ochoa are the key leaders from the Turnbull Children's Development Center, who have been instrumental in opening new preschool classrooms and witnessing firsthand the positive outcomes.
- Cristina Haley and Amanda Driscoll, Directors of Turnbull Children Development Center, share their experiences in leading this initiative, discussing the shift to opening preschool programs at Elementary schools where there is a need.
- Nataly Barba, Community Services Specialist, highlights how family communication and resources have played a critical role in the success of families navigating the early education system, reinforcing support with multilingual families and ensuring that all students and families are supported every step of the way.
- Claudia Ramirez, Early Learning Center Technician, provides insights into the operational side of opening these classrooms, having worked at Turnbull for over a decade.
Tune in to hear more about how we leverage community collaboration to support all students and families at the San Mateo-Foster City School District.
Interested in learning more? Check out our recent On the Road to Year 3 Annual Report!
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
It started September 30th and by November 16th we
were opening up our brand newclassroom, the first one.
We had filled Miroslava's class, so she was already at 24.
That didn't take very long.
So we really are about families.
Speaker 2 (00:13):
We've been hiring I don't know over 30 people in the
last two years and some ofthose people are actually
community members of families offormer students moms, siblings
and we've been changing not onlythe students but really the
families.
Speaker 3 (00:29):
Our students are arriving to kindergarten ready
for the academics so familiarwith small group instruction and
group time and circle time andholding attention, sharing with
friends.
Speaker 4 (00:45):
Ladies and gentlemen, thank you so much for joining
me on the One SMFC podcast.
This is a program that weproduce here in the district.
We really like our families toknow what we're doing.
We think it's important to tellour story.
I think it can be hard tofollow along with everything
that's happening because we'reall very busy people and we all
(01:06):
have a lot going on, so thisprogram really helps families be
able to access just what's newfor us and what has changed for
us.
This episode makes me veryhappy because it's all about
preschool.
Yay, see what happened.
They were listening back there.
They forgot all about that andreally a lot has changed with
(01:29):
preschool.
Remember back in 2022,christina, you were the
principal of.
Do you want to talk about that?
You love this place.
I want to give you a chance totalk about your old school?
Yeah, tell us about it.
Speaker 1 (01:40):
I loved working at Sammertail Park.
I was in my seventh year ofbeing a principal there.
Speaker 4 (01:47):
And then I said will you have breakfast with me?
Speaker 1 (01:50):
Exactly.
Speaker 4 (01:51):
And what's our place called Stacks Stacks in
Burlingame.
I said will you have breakfastwith me?
And you must have thought.
Speaker 1 (01:58):
I'm either in trouble or something weird is happening
?
Definitely, and at that momentyou brought up the idea of
preschool yeah and it.
It was the fastest.
Yes, let's do it.
Yeah, and I just knew in myheart that that's where I was
meant to go next.
It was a time in my life whereI was getting ready to take a
(02:21):
leap, and this was the exactplace that I needed to leap to
you just knew it.
Speaker 4 (02:28):
Where were you in 2022?
Speaker 5 (02:30):
I was at highlands elementary school and lots
changed for you too a lot yeah,what was it like being there at
highlands.
It was amazing.
It was great seeing all thefamilies it's like a very
close-knit place, right.
Speaker 4 (02:44):
It is Because people have to drive so far to get
there.
Speaker 5 (02:48):
Yeah, it's hard for some of our families to access
the school when they don't havecars, all of that.
So it was an interesting placetoo.
Like meeting with parents was alittle bit more difficult than
having—.
Speaker 4 (03:00):
You were in the office, I was.
I was a community worker at thetime.
In the office helping yourprincipal was Ms Betty.
Too right, Correct, yeah.
And then how did you end up?
You're now with the preschoolprogram.
How did that happen?
Speaker 5 (03:21):
I was told that they were growing.
There was a position openingfor a community services
specialist and I heard moreabout it and I was very excited
to to join everyone and the planthat you guys had to when was
that?
Speaker 4 (03:31):
2023 yeah, so it's been a couple years for you,
yeah, about to be two years now.
Amanda, we had.
Christina was over at Park.
Speaker 3 (03:44):
I was at Baywood Elementary.
I was starting my seventh year,or, yeah, seventh year also
seven years.
Speaker 4 (03:52):
Were you at Highlands for seven years.
Speaker 5 (03:54):
I was not.
I was there for a year.
What were the?
Speaker 4 (03:56):
exception.
It wasn't just people who werethere for seven years.
Speaker 3 (04:01):
No, I just made that connection with Christina, when
she said that yeah.
I was actually just thinking wehave all, we've all been
connected before coming topreschool.
Speaker 4 (04:11):
Yeah.
Speaker 3 (04:12):
Christina was, or my children went to preschool at
Park Elementary with Miss Joa.
Speaker 1 (04:18):
Yes, the sweetest little preschool class yeah.
Speaker 4 (04:22):
And.
Speaker 3 (04:22):
Natalie and I met at community meetings and we used
to host community meetings.
Speaker 4 (04:27):
In North Central.
Speaker 3 (04:28):
In North Central and Claudia's daughter went to
Baywood Elementary.
Speaker 4 (04:32):
Is that right?
Speaker 2 (04:33):
Yeah she was there for five years and Christine and
I also went in some panelsinterviewing people for the
district.
Speaker 4 (04:43):
So, amanda, you were at your office at Baywood and I
came knocking at your door.
I said can I just chat with youfor a couple of minutes?
Speaker 3 (04:50):
yes, I thought we were going to dive into data,
because I think it was the firstor second day of school.
I thought, all right, we'regonna get started on the school
year and make some goals but I,I had different ideas in mind.
Speaker 4 (05:05):
You did yeah.
Speaker 3 (05:07):
And, similar to Christina, it was such a hopeful
next step for me and just feltlike the right.
Everything was falling intoplace of where I wanted to head.
Speaker 4 (05:20):
And do you remember we talked about the program?
We did Right, like theimportance of preschool.
Yeah, we had talked about theprogram.
We did Right, like theimportance of preschool.
Speaker 3 (05:26):
Yeah, we had talked about it as a leadership team, I
believe, before thisconversation.
Speaker 4 (05:32):
Yeah, just prior.
Speaker 3 (05:34):
We were looking at fourth grade reading data.
Speaker 4 (05:36):
Yeah, and we were tracing it back to preschool.
Speaker 3 (05:39):
Mm-hmm yeah.
Speaker 4 (05:41):
Claudia, you were already at Turnbull.
Yeah, I've been with thepreschool program for 20 years,
so I've seen a little bit ofeverything so Miroslava is back
there like go another 20 yearsand call me 20 years is a long
time excuse me.
Speaker 2 (06:00):
Yes, it's been a long time and it's been wonderful to
see not just the growth but ofnumbers, but of supports that
we're providing our students andfamilies.
It's been a dream.
Speaker 4 (06:13):
Because a lot has changed.
Speaker 2 (06:14):
A lot has changed and the conversation was always
preschool is important, but it'simportant for who?
Who thought it was important?
We knew teachers and staff, butI think it really came from the
leadership to say it really isimportant.
We're going to show it andwe're going to make changes and
we're going to grow and going tosupport our families the best
we can.
And it's wonderful to see that,um, after covid especially, um,
(06:37):
how much it's been like we'reopen for business and we mean,
uh, we're going to do the bestwe can.
Speaker 4 (06:44):
And you and your coworkers there at the office,
you really changed the way theoffice looks too.
Speaker 2 (06:49):
A hundred percent.
I think the way we welcome ourfamilies has been from day one.
When Christina joined our teamon September 30th two years
almost she said families first,that's what we're going to do
and and that's what it is.
Families come in and we havenew, new staff, uh, and members
(07:10):
in the office who work workingwith families, and at the time
of hiring, that was the key wordwhen they said I like working
with families, I like you knowtalking to people and we're like
we need you here, so, so it wasvery intentional.
Speaker 4 (07:23):
It's become part of how you decide who works there
too.
Speaker 2 (07:26):
Oh, a hundred percent .
We watch them and they'rereally happy to serve families
and families are happy to bethere and you know if families
are happy, kids are happy orteachers are happy, and you know
office is happy.
So it's just we want to makesure that every member of our
staff understands that orteachers, or paras and I have to
(07:47):
say we've been hiring I don'tknow over 30 people in the last
two years and some of thosepeople are actually community
members on your families orformer students, moms, siblings
and we've been changing not onlythe student but really the
families.
So it's really very powerfulwhat's been happening for the
last two years, that we're goingto see even more right as years
(08:09):
go by, how much impact we havemade in the last two years.
Thank you to your leadership.
Speaker 4 (08:13):
It's very powerful.
Christina, you came on board acouple years back and said
families first.
Did that really also mean toyou I want kids in school?
Speaker 1 (08:23):
Absolutely.
Families first means thatstudents need to be learning.
Students need to be at schoolfull days.
Families can go to work and dowhat they need to do, and all of
us are moving forward andmoving ahead, and that is what
our families need.
Speaker 4 (08:37):
They need this opportunity because it's not
just a catchphrase.
No, you're not just saying nobecause I think that happens
sometimes.
Right like I could just put upa big sticker that says family
first.
Everybody's gonna see thatsticker and say, oh, that's
really nice so in the first,let's see.
Speaker 1 (08:53):
Okay, they started september 30th and by november
16th we were opening up ourbrand new classroom.
The first one we had filled,miroslava's class.
So she was already at 24, thatthat didn't take very long.
So we really are about families.
It wasn't that we were justsaying that we knew we had work
to do, and that was reaching outto families and saying welcome
to preschool, let's go.
Speaker 4 (09:14):
You also wanted it to look different at Turnbull
Definitely so.
When people come to our schoolnow, I see a lot of parents say
this is really beautiful.
Why was it important to you tosee Turnbull change how it
looked?
Speaker 1 (09:27):
when people walk in our door and they're going to
start doing the work of learninghow to get into our, getting
into our program, you want themto feel welcome from the minute
they walk in.
When they walk in now, there'sa place for their children to
play.
There's a place for them to askquestions.
There's a place for everyone tofeel like they belong, and
(09:48):
that's how it starts From themoment you walk in the door, you
feel like you belong.
Part of it is getting theoffices inviting, making it feel
like they have a place to sit.
In the beginning, when I firstgot there, it just didn't feel
that way, so we really needed tolook at what does it feel like
when people come on campus andwhat does it feel like to be a
(10:09):
student?
Is there a place to play?
Is there a brown?
You know we tried somethingthat didn't really work and it
ended up looking like sand, butit was actually something that
was meant to be there, but itwasn't working for preschool.
So remove that.
Let's make it an area wherethey can play and add some toys
that they want to play with andjust make it a place where
(10:30):
learning is fun and loving.
School is a part of youreveryday.
Speaker 4 (10:35):
And we heard from our parent a little while back.
She said the best part of thisplace is just how people treat
me, how people receive me.
It's really powerful to hearNatalie you work with really get
integrated into the school andinto the community.
What do parents really wantfrom us when you work with them?
(10:56):
What is it that they want fromus and need from us?
Speaker 5 (11:00):
I think it's very important to look at each family
and see the needs that theyhave, so we're in a place where
we can be a bridge between thefamilies and the services that
they need to ensure that theyhave a successful life and
educational life.
Speaker 4 (11:19):
They might need housing assistance.
Exactly that's a big thing inSan Mateo.
Speaker 5 (11:23):
Housing, food services, medical services.
Speaker 4 (11:28):
Clothing.
Speaker 5 (11:29):
Exactly so just being able to being that bridge to
support them, to get what theyneed at the moment that they
need it is very important.
I'm at a place where we doquestionnaires to see how the
kids are developing, sosometimes we can see that
parents need an evaluation fortheir kids but they're not doing
(11:50):
it because they have otherpriorities.
First, they just came to thecountry, so their priority is to
find a place to live.
They need food, they needeverything else.
So being able to help them withthat and then, once that's
settled, help them to get thenext steps so being able to
follow up with them.
Speaker 4 (12:10):
You can really do the follow-up right.
Speaker 5 (12:12):
Exactly and have a story of the family rather than
just saying, oh, they're notdoing what they're supposed to
be doing, like reallyunderstanding what's happening
behind doors and connecting themto the right people.
Speaker 4 (12:26):
And then you're part of a whole network of people
that do the same work you doCorrect, so you're not alone.
Speaker 5 (12:32):
Yes, and we collaborate very well with all
of our community or communityservices specialists in the
district and then just with thecommunity partners that we have.
So it's amazing having thosepartnerships and not being alone
, and if you don't know where torefer someone, you can always
go back to someone andcollaborate and co-develop plans
(12:53):
for them to get to where theyhave to go.
Speaker 4 (12:57):
And as a program, we changed our approach.
We opened our doors, we madepeople feel welcome, we opened
new classrooms, we started newprograms, we hired new staff, we
started connecting with ourfamilies in a way where we could
follow up in.
(13:17):
Your position went before wehad our community service
specialists.
Speaker 2 (13:21):
You didn't have time it was very hard because you
wanted to do that, that was partof your job.
But there were other things, um, you know that needed to take,
we needed to take care of inorder to have investing enough
in the preschool program.
Speaker 4 (13:36):
There was too few people.
Speaker 2 (13:37):
There were really three people in the office.
Speaker 4 (13:40):
Which must make you guys just shake your heads right
, Like it would just seemimpossible.
How did they do that?
Speaker 2 (13:47):
And really like one or two Spanish speakers in a
community that 90% are Spanishspeakers.
So this has changed the game,having our directors bilingual.
So, the parents go straight tothem and they don't need
translators, so it's been reallyamazing.
Speaker 4 (14:00):
And so you're able to help that next family, you're
able to get the next family in.
We made all these changes.
This is like the studentexperience side of it also needs
to change, also needs todevelop.
Amanda, when I went and visitedyou, we talked about you coming
in and putting a lot ofemphasis and attention on what
(14:22):
happened in between the bellsonce the kids entered the
classrooms.
Talk about what you get excitedabout for the future with your
program there at the preschool.
Speaker 3 (14:35):
Yeah, I have to say that, hearing from you and Diego
P about the commentary from thelead kindergarten teachers,
that's exactly what I want tohear from the future, from all
of our kindergarten teacherswhere our students are going, is
that our students are arriving?
Is that our our students arearriving to kindergarten ready
(14:58):
for the academics so familiarwith small group instruction and
group time and circle time andholding attention, sharing with
friends, making friends,obviously, some really important
foundational skills as well,and so with our, I think I'm um
(15:21):
really excited where we'reheading as a team too of we've.
You know we have higherexpanded our program a lot and
um hired various um specialtyroles to really help us do this
work but we also got a big grantfor inclusion.
Speaker 4 (15:32):
we we did Tell me about that.
Speaker 3 (15:34):
We're excited for the future of our inclusion grant.
We got a little.
We earned or were awarded alittle under a million dollars.
Speaker 4 (15:42):
Well, originally it was two million.
Speaker 3 (15:43):
Originally it was two million.
I'm I have been amazed since Istarted in preschool by the
collaboration, this willingnessand the length.
The amount of time that ourteachers put into growing
(16:05):
themselves professionally andthat's a huge part of our grant
is the amount of time we willspend outside of our workday
actually making sure we have thetool set, um, to support
students with the greatest needsin our program um but it really
is about getting kids in morepreschool it is, it's about
(16:26):
taking away the separationexactly.
Um, it's really about changingchanging our mindset too.
Speaker 4 (16:34):
Of students who maybe historically were were placed
in special day classrooms do youremember when we came over last
year and walked your classroom?
Speaker 3 (16:46):
we do.
We serve students who are inspecial day classrooms and we
serve students who are ingeneral education classrooms,
and our goal is that ourstudents who are in a special
day class spend the majority oftheir day in a general education
classroom as well that's right.
Speaker 4 (17:04):
When I went to lead last year I took our director of
special education and I tookour principal and we walked into
an SDC preschool and it wasvery restrictive.
There were walls up everywhere.
Adults were physically sittingaround kids so they couldn't
(17:27):
even move.
They were like stuck like this,and the adults were talking and
talking to the kids, but thekids were just listening.
None of the adults were talkingand talking to the kids, but
the kids were just listening.
None of the kids were talking.
So we left and everybody feltreally kind of heavy, like wow,
like this is.
It was sad.
It was sad to see the kids haveso many rules and restrictions
(17:48):
around them and not talking, notplaying, not singing, not
nothing like that.
And then I went next door toMiroslava's classroom and she
was having an ice cream partywith 24-year-olds, 24
three-year-olds.
They had dishes with ice cream,no one was making a mess, no
one was throwing it.
They were all totally joyful.
(18:10):
And when we went in I said whatare you doing, mijo?
We're having an ice cream party.
He looked at me, went in.
I said what are you doing, mijo?
We're having an ice cream party.
He looked at me and I said thisis really nice, and they were
seated.
When you enter Miroslava's roomthere's a little like kind of
like kitchen area where theyhave the tables, and they were
really crammed in there.
But it was just so obvious thatthey were a community of
learners that played togetherand talked together, and the
(18:32):
kids just sat there and talkedthe whole time.
Miroslava just sat.
I think she actually had aplate of ice cream too.
She had her own little scoop ofvanilla ice cream, but she
wasn't dominating, she wasn'tleading them.
They were just having anexperience together.
I think that's important.
Right that's same day we cameto your place and we saw in our
(18:58):
preschool classes kids talking,playing, drawing, acting.
They were dressing up, they hadtheir toy cars.
They were really engaging witheach other, and that's what we
want for every child.
We don't want to have separateclassrooms where those kids are
off to the side.
We want them all together.
(19:19):
It's a pretty noble goal itsure is.
Speaker 3 (19:22):
And um, I was thinking earlier when kaylor's
mom was talking about theprogress her, her son, has made,
and um, just giving studentsshe said he knew like 20 words
right total.
Speaker 4 (19:37):
So like now he won't be quiet.
That's a direct quote.
Speaker 3 (19:43):
I won't be quiet so for students who you know this
is a time in their life whereyou know it's really really
important in their life, whereyou know it's really really
important for them to for allstudents to have access to
neurotypical students as well.
Speaker 4 (20:04):
Yeah, so what does the future hold for us?
Claudia, you're there atTurnbull.
Speaker 2 (20:11):
The sky is the limit there is a limit.
I think we're going to keepgrowing More kids, more kids,
more schools, hopefully, andmore services.
We're going to keep hiringpeople that want to be with our
students, our community.
I think it's really wonderfulwhat's to come.
Speaker 4 (20:30):
Yeah, how about for you, amanda?
What's next?
Speaker 3 (20:34):
Full inclusion.
Speaker 4 (20:35):
Yeah, every child in every class.
They don't have to earn it,they get to start there, right,
yeah, and then we figure out howto help them.
Speaker 3 (20:48):
Exactly.
Speaker 4 (20:49):
How about for you, Natalie?
What's next?
Speaker 5 (20:53):
Just like Claudia said, sky is the limit and just
collaborating, learning morefrom our families what the needs
really are and really targetingthat and making it fun for for
everyone.
Ensuring that families feelcomfortable to come to school
and because they're going tocontinue in school for many,
(21:13):
many years, so setting that pathfor them to be excited to
continue learning.
Speaker 4 (21:18):
And yeah and saying I have a two-year-old.
When I can, when can I comesign him up right coming to us
early?
Speaker 1 (21:28):
continuing to grow our program.
The state of california hasgiven us two more million
dollars.
So in addition to what wereceived already.
So we are opening up our Laurelclasses.
Just hopefully, soon licensingwill be there to license the
(21:48):
classrooms.
But continuing to do that,continuing to open preschools in
every site, that is our goal toensure that every single one of
our schools has a preschoolclass or two and just making
sure that children are ready forlearning and ready to go when
they get to kindergarten.
I always tell people we havetwo years to learn their story
(22:11):
and tell their story so thatwhen they get into kindergarten
they are ready to go and we knowso much more about them and can
get them off to a great start.
So that's what we'll be doingopening classes.
Speaker 4 (22:25):
We've got a lot of people coming to visit us next
month.
Did you know that?
Just found out.
Yeah, what did they say?
Speaker 2 (22:32):
Just contacted actually our catering because,
I'm worried about the food, sowe're just excited to hear more
about it.
I guess what's entitled for allof us to do.
Speaker 4 (22:43):
Tell us about it, Christina.
What is it?
Speaker 1 (22:45):
It's a day to truly showcase the work that our
program has been doing in thelast two years.
It really shows from thebeginning of getting there and
Miroslava having we're having apreschool summit.
Yeah, it's a summit thatshowcases everything that we're
doing.
Speaker 4 (23:02):
We're inviting teachers, preschool teachers and
principals from the wholeregion, Down San Jose, all the
way to San Francisco, over toOakland Everyone.
Speaker 1 (23:14):
To show them how we can open classes CSVP,
california State PreschoolProgram.
We hear around our area thatpeople are closing classrooms
and it's making it really hardfor families and we are
fortunate, with your support andour community coming together
and doing what we're all doing,that we're growing and opening
classrooms and ensuring thatfamilies have exactly what they
(23:38):
need to give their children thebest opportunity for success.
Speaker 4 (23:42):
And what we saw.
When kids start preschool, atthree they can read.
When they get to fourth grade,almost every single kid's a
reader.
If we can change just that,their whole academic future
changes.
Do we have a date?
Speaker 1 (23:58):
october 23rd october 23rd.
That's, that's lucky, it's agreat lucky day, that's a great
day 10, 23.
I'm so proud of the work thatwe're doing it's gonna be really
exciting we'll have all thesefolks come in.
Speaker 4 (24:13):
We'll take them to a couple classrooms, then we'll
come back here.
Have they told.
We'll take them to a couple ofclassrooms, then we'll come back
here.
Have they told you what you'regoing to do here yet?
Oh well, let's tell her.
You want to tell her what she'sgoing?
Speaker 3 (24:24):
to be doing?
You're going to lead theafternoon session?
No, we're going to.
Speaker 1 (24:28):
You'll be presenting.
Speaker 4 (24:32):
Yeah, the two of you will be presenting, yeah, as a
panel.
Speaker 3 (24:37):
So some of the topics that we've talked about today
yes, accessing communityresources, developing those
community partnerships and inthe name of supporting all of
our families, right, how we getfamilies in, how we help
families, how we connect withfamilies, so we'll have people
from those other programs comingand learning and listening to
you.
Speaker 2 (24:55):
I think it's great to be able to share the things
that we've been doing and ourteachers will be presenting?
Speaker 4 (25:00):
Do they know they're presenting?
Speaker 2 (25:03):
Yes, they do.
Speaker 4 (25:03):
Diego, will you get them on camera?
Speaker 5 (25:06):
Are they?
Speaker 4 (25:06):
nodding their heads.
Speaker 2 (25:07):
Big smiles.
They'll be presenting, yeah.
Speaker 4 (25:11):
And it's a really beautiful thing, because people
come and then they say, likethey really affirm what we're
doing, but they also give usideas that are new for us.
Speaker 3 (25:18):
That's what I was just going to say.
It's a chance for us also tobuild partnerships with
educators who are doing similarand different work.
Speaker 4 (25:28):
Right, that's how we continue to grow.
I want to share every good ideawe have and I want to learn
from every new idea we don'thave.
Speaker 1 (25:36):
Yes, great way of doing it.
Speaker 4 (25:38):
If we do that in education, we'll be okay.
Speaker 1 (25:40):
Mm-hmm.
Speaker 4 (25:41):
Yeah.
So what's your message to thesefamilies?
You have families that aregoing to hear this, that have a
two-year-old.
What do you say to that familythat has a two-year-old?
Speaker 2 (25:50):
I say please come to Trumbull, we welcome all
families.
Speaker 4 (25:55):
We're ready for you.
Speaker 2 (25:56):
We're ready for you, for your students, and we just
honestly, we want the best foryour student and your family and
we're here to support you andwe have wonderful people.
And before I left the office,all of the staff said don't
forget to give us a shout-out.
So I want to give a shout outto all of our wonderful ladies
who, without them really, thiswork couldn't be done, it
(26:16):
couldn't be done.
Speaker 4 (26:17):
Awesome people, awesome people, beautiful
campuses, great programs andit's all for the kids.
No-transcript.
It started September 30th and by November 16th we
were opening up our brand newclassroom, the first one.
We had filled Miroslava's class, so she was already at 24.
That didn't take very long.
So we really are about families.
Speaker 2 (00:13):
We've been hiring I don't know over 30 people in the
last two years and some ofthose people are actually
community members of families offormer students moms, siblings
and we've been changing not onlythe students but really the
families.
Speaker 3 (00:29):
Our students are arriving to kindergarten ready
for the academics so familiarwith small group instruction and
group time and circle time andholding attention, sharing with
friends.
Speaker 4 (00:45):
Ladies and gentlemen, thank you so much for joining
me on the One SMFC podcast.
This is a program that weproduce here in the district.
We really like our families toknow what we're doing.
We think it's important to tellour story.
I think it can be hard tofollow along with everything
that's happening because we'reall very busy people and we all
(01:06):
have a lot going on, so thisprogram really helps families be
able to access just what's newfor us and what has changed for
us.
This episode makes me veryhappy because it's all about
preschool.
Yay, see what happened.
They were listening back there.
They forgot all about that andreally a lot has changed with
(01:29):
preschool.
Remember back in 2022,christina, you were the
principal of.
Do you want to talk about that?
You love this place.
I want to give you a chance totalk about your old school?
Yeah, tell us about it.
Speaker 1 (01:40):
I loved working at Sammertail Park.
I was in my seventh year ofbeing a principal there.
Speaker 4 (01:47):
And then I said will you have breakfast with me?
Speaker 1 (01:50):
Exactly.
Speaker 4 (01:51):
And what's our place called Stacks Stacks in
Burlingame.
I said will you have breakfastwith me?
And you must have thought.
Speaker 1 (01:58):
I'm either in trouble or something weird is happening
?
Definitely, and at that momentyou brought up the idea of
preschool yeah and it.
It was the fastest.
Yes, let's do it.
Yeah, and I just knew in myheart that that's where I was
meant to go next.
It was a time in my life whereI was getting ready to take a
(02:21):
leap, and this was the exactplace that I needed to leap to
you just knew it.
Speaker 4 (02:28):
Where were you in 2022?
Speaker 5 (02:30):
I was at highlands elementary school and lots
changed for you too a lot yeah,what was it like being there at
highlands.
It was amazing.
It was great seeing all thefamilies it's like a very
close-knit place, right.
Speaker 4 (02:44):
It is Because people have to drive so far to get
there.
Speaker 5 (02:48):
Yeah, it's hard for some of our families to access
the school when they don't havecars, all of that.
So it was an interesting placetoo.
Like meeting with parents was alittle bit more difficult than
having—.
Speaker 4 (03:00):
You were in the office, I was.
I was a community worker at thetime.
In the office helping yourprincipal was Ms Betty.
Too right, Correct, yeah.
And then how did you end up?
You're now with the preschoolprogram.
How did that happen?
Speaker 5 (03:21):
I was told that they were growing.
There was a position openingfor a community services
specialist and I heard moreabout it and I was very excited
to to join everyone and the planthat you guys had to when was
that?
Speaker 4 (03:31):
2023 yeah, so it's been a couple years for you,
yeah, about to be two years now.
Amanda, we had.
Christina was over at Park.
Speaker 3 (03:44):
I was at Baywood Elementary.
I was starting my seventh year,or, yeah, seventh year also
seven years.
Speaker 4 (03:52):
Were you at Highlands for seven years.
Speaker 5 (03:54):
I was not.
I was there for a year.
What were the?
Speaker 4 (03:56):
exception.
It wasn't just people who werethere for seven years.
Speaker 3 (04:01):
No, I just made that connection with Christina, when
she said that yeah.
I was actually just thinking wehave all, we've all been
connected before coming topreschool.
Speaker 4 (04:11):
Yeah.
Speaker 3 (04:12):
Christina was, or my children went to preschool at
Park Elementary with Miss Joa.
Speaker 1 (04:18):
Yes, the sweetest little preschool class yeah.
Speaker 4 (04:22):
And.
Speaker 3 (04:22):
Natalie and I met at community meetings and we used
to host community meetings.
Speaker 4 (04:27):
In North Central.
Speaker 3 (04:28):
In North Central and Claudia's daughter went to
Baywood Elementary.
Speaker 4 (04:32):
Is that right?
Speaker 2 (04:33):
Yeah she was there for five years and Christine and
I also went in some panelsinterviewing people for the
district.
Speaker 4 (04:43):
So, amanda, you were at your office at Baywood and I
came knocking at your door.
I said can I just chat with youfor a couple of minutes?
Speaker 3 (04:50):
yes, I thought we were going to dive into data,
because I think it was the firstor second day of school.
I thought, all right, we'regonna get started on the school
year and make some goals but I,I had different ideas in mind.
Speaker 4 (05:05):
You did yeah.
Speaker 3 (05:07):
And, similar to Christina, it was such a hopeful
next step for me and just feltlike the right.
Everything was falling intoplace of where I wanted to head.
Speaker 4 (05:20):
And do you remember we talked about the program?
We did Right, like theimportance of preschool.
Yeah, we had talked about theprogram.
We did Right, like theimportance of preschool.
Speaker 3 (05:26):
Yeah, we had talked about it as a leadership team, I
believe, before thisconversation.
Speaker 4 (05:32):
Yeah, just prior.
Speaker 3 (05:34):
We were looking at fourth grade reading data.
Speaker 4 (05:36):
Yeah, and we were tracing it back to preschool.
Speaker 3 (05:39):
Mm-hmm yeah.
Speaker 4 (05:41):
Claudia, you were already at Turnbull.
Yeah, I've been with thepreschool program for 20 years,
so I've seen a little bit ofeverything so Miroslava is back
there like go another 20 yearsand call me 20 years is a long
time excuse me.
Speaker 2 (06:00):
Yes, it's been a long time and it's been wonderful to
see not just the growth but ofnumbers, but of supports that
we're providing our students andfamilies.
It's been a dream.
Speaker 4 (06:13):
Because a lot has changed.
Speaker 2 (06:14):
A lot has changed and the conversation was always
preschool is important, but it'simportant for who?
Who thought it was important?
We knew teachers and staff, butI think it really came from the
leadership to say it really isimportant.
We're going to show it andwe're going to make changes and
we're going to grow and going tosupport our families the best
we can.
And it's wonderful to see that,um, after covid especially, um,
(06:37):
how much it's been like we'reopen for business and we mean,
uh, we're going to do the bestwe can.
Speaker 4 (06:44):
And you and your coworkers there at the office,
you really changed the way theoffice looks too.
Speaker 2 (06:49):
A hundred percent.
I think the way we welcome ourfamilies has been from day one.
When Christina joined our teamon September 30th two years
almost she said families first,that's what we're going to do
and and that's what it is.
Families come in and we havenew, new staff, uh, and members
(07:10):
in the office who work workingwith families, and at the time
of hiring, that was the key wordwhen they said I like working
with families, I like you knowtalking to people and we're like
we need you here, so, so it wasvery intentional.
Speaker 4 (07:23):
It's become part of how you decide who works there
too.
Speaker 2 (07:26):
Oh, a hundred percent .
We watch them and they'rereally happy to serve families
and families are happy to bethere and you know if families
are happy, kids are happy orteachers are happy, and you know
office is happy.
So it's just we want to makesure that every member of our
staff understands that orteachers, or paras and I have to
(07:47):
say we've been hiring I don'tknow over 30 people in the last
two years and some of thosepeople are actually community
members on your families orformer students, moms, siblings
and we've been changing not onlythe student but really the
families.
So it's really very powerfulwhat's been happening for the
last two years, that we're goingto see even more right as years
(08:09):
go by, how much impact we havemade in the last two years.
Thank you to your leadership.
Speaker 4 (08:13):
It's very powerful.
Christina, you came on board acouple years back and said
families first.
Did that really also mean toyou I want kids in school?
Speaker 1 (08:23):
Absolutely.
Families first means thatstudents need to be learning.
Students need to be at schoolfull days.
Families can go to work and dowhat they need to do, and all of
us are moving forward andmoving ahead, and that is what
our families need.
Speaker 4 (08:37):
They need this opportunity because it's not
just a catchphrase.
No, you're not just saying nobecause I think that happens
sometimes.
Right like I could just put upa big sticker that says family
first.
Everybody's gonna see thatsticker and say, oh, that's
really nice so in the first,let's see.
Speaker 1 (08:53):
Okay, they started september 30th and by november
16th we were opening up ourbrand new classroom.
The first one we had filled,miroslava's class.
So she was already at 24, thatthat didn't take very long.
So we really are about families.
It wasn't that we were justsaying that we knew we had work
to do, and that was reaching outto families and saying welcome
to preschool, let's go.
Speaker 4 (09:14):
You also wanted it to look different at Turnbull
Definitely so.
When people come to our schoolnow, I see a lot of parents say
this is really beautiful.
Why was it important to you tosee Turnbull change how it
looked?
Speaker 1 (09:27):
when people walk in our door and they're going to
start doing the work of learninghow to get into our, getting
into our program, you want themto feel welcome from the minute
they walk in.
When they walk in now, there'sa place for their children to
play.
There's a place for them to askquestions.
There's a place for everyone tofeel like they belong, and
(09:48):
that's how it starts From themoment you walk in the door, you
feel like you belong.
Part of it is getting theoffices inviting, making it feel
like they have a place to sit.
In the beginning, when I firstgot there, it just didn't feel
that way, so we really needed tolook at what does it feel like
when people come on campus andwhat does it feel like to be a
(10:09):
student?
Is there a place to play?
Is there a brown?
You know we tried somethingthat didn't really work and it
ended up looking like sand, butit was actually something that
was meant to be there, but itwasn't working for preschool.
So remove that.
Let's make it an area wherethey can play and add some toys
that they want to play with andjust make it a place where
(10:30):
learning is fun and loving.
School is a part of youreveryday.
Speaker 4 (10:35):
And we heard from our parent a little while back.
She said the best part of thisplace is just how people treat
me, how people receive me.
It's really powerful to hearNatalie you work with really get
integrated into the school andinto the community.
What do parents really wantfrom us when you work with them?
(10:56):
What is it that they want fromus and need from us?
Speaker 5 (11:00):
I think it's very important to look at each family
and see the needs that theyhave, so we're in a place where
we can be a bridge between thefamilies and the services that
they need to ensure that theyhave a successful life and
educational life.
Speaker 4 (11:19):
They might need housing assistance.
Exactly that's a big thing inSan Mateo.
Speaker 5 (11:23):
Housing, food services, medical services.
Speaker 4 (11:28):
Clothing.
Speaker 5 (11:29):
Exactly so just being able to being that bridge to
support them, to get what theyneed at the moment that they
need it is very important.
I'm at a place where we doquestionnaires to see how the
kids are developing, sosometimes we can see that
parents need an evaluation fortheir kids but they're not doing
(11:50):
it because they have otherpriorities.
First, they just came to thecountry, so their priority is to
find a place to live.
They need food, they needeverything else.
So being able to help them withthat and then, once that's
settled, help them to get thenext steps so being able to
follow up with them.
Speaker 4 (12:10):
You can really do the follow-up right.
Speaker 5 (12:12):
Exactly and have a story of the family rather than
just saying, oh, they're notdoing what they're supposed to
be doing, like reallyunderstanding what's happening
behind doors and connecting themto the right people.
Speaker 4 (12:26):
And then you're part of a whole network of people
that do the same work you doCorrect, so you're not alone.
Speaker 5 (12:32):
Yes, and we collaborate very well with all
of our community or communityservices specialists in the
district and then just with thecommunity partners that we have.
So it's amazing having thosepartnerships and not being alone
, and if you don't know where torefer someone, you can always
go back to someone andcollaborate and co-develop plans
(12:53):
for them to get to where theyhave to go.
Speaker 4 (12:57):
And as a program, we changed our approach.
We opened our doors, we madepeople feel welcome, we opened
new classrooms, we started newprograms, we hired new staff, we
started connecting with ourfamilies in a way where we could
follow up in.
(13:17):
Your position went before wehad our community service
specialists.
Speaker 2 (13:21):
You didn't have time it was very hard because you
wanted to do that, that was partof your job.
But there were other things, um, you know that needed to take,
we needed to take care of inorder to have investing enough
in the preschool program.
Speaker 4 (13:36):
There was too few people.
Speaker 2 (13:37):
There were really three people in the office.
Speaker 4 (13:40):
Which must make you guys just shake your heads right
, Like it would just seemimpossible.
How did they do that?
Speaker 2 (13:47):
And really like one or two Spanish speakers in a
community that 90% are Spanishspeakers.
So this has changed the game,having our directors bilingual.
So, the parents go straight tothem and they don't need
translators, so it's been reallyamazing.
Speaker 4 (14:00):
And so you're able to help that next family, you're
able to get the next family in.
We made all these changes.
This is like the studentexperience side of it also needs
to change, also needs todevelop.
Amanda, when I went and visitedyou, we talked about you coming
in and putting a lot ofemphasis and attention on what
(14:22):
happened in between the bellsonce the kids entered the
classrooms.
Talk about what you get excitedabout for the future with your
program there at the preschool.
Speaker 3 (14:35):
Yeah, I have to say that, hearing from you and Diego
P about the commentary from thelead kindergarten teachers,
that's exactly what I want tohear from the future, from all
of our kindergarten teacherswhere our students are going, is
that our students are arriving?
Is that our our students arearriving to kindergarten ready
(14:58):
for the academics so familiarwith small group instruction and
group time and circle time andholding attention, sharing with
friends, making friends,obviously, some really important
foundational skills as well,and so with our, I think I'm um
(15:21):
really excited where we'reheading as a team too of we've.
You know we have higherexpanded our program a lot and
um hired various um specialtyroles to really help us do this
work but we also got a big grantfor inclusion.
Speaker 4 (15:32):
we we did Tell me about that.
Speaker 3 (15:34):
We're excited for the future of our inclusion grant.
We got a little.
We earned or were awarded alittle under a million dollars.
Speaker 4 (15:42):
Well, originally it was two million.
Speaker 3 (15:43):
Originally it was two million.
I'm I have been amazed since Istarted in preschool by the
collaboration, this willingnessand the length.
The amount of time that ourteachers put into growing
(16:05):
themselves professionally andthat's a huge part of our grant
is the amount of time we willspend outside of our workday
actually making sure we have thetool set, um, to support
students with the greatest needsin our program um but it really
is about getting kids in morepreschool it is, it's about
(16:26):
taking away the separationexactly.
Um, it's really about changingchanging our mindset too.
Speaker 4 (16:34):
Of students who maybe historically were were placed
in special day classrooms do youremember when we came over last
year and walked your classroom?
Speaker 3 (16:46):
we do.
We serve students who are inspecial day classrooms and we
serve students who are ingeneral education classrooms,
and our goal is that ourstudents who are in a special
day class spend the majority oftheir day in a general education
classroom as well that's right.
Speaker 4 (17:04):
When I went to lead last year I took our director of
special education and I tookour principal and we walked into
an SDC preschool and it wasvery restrictive.
There were walls up everywhere.
Adults were physically sittingaround kids so they couldn't
(17:27):
even move.
They were like stuck like this,and the adults were talking and
talking to the kids, but thekids were just listening.
None of the adults were talkingand talking to the kids, but
the kids were just listening.
None of the kids were talking.
So we left and everybody feltreally kind of heavy, like wow,
like this is.
It was sad.
It was sad to see the kids haveso many rules and restrictions
(17:48):
around them and not talking, notplaying, not singing, not
nothing like that.
And then I went next door toMiroslava's classroom and she
was having an ice cream partywith 24-year-olds, 24
three-year-olds.
They had dishes with ice cream,no one was making a mess, no
one was throwing it.
They were all totally joyful.
(18:10):
And when we went in I said whatare you doing, mijo?
We're having an ice cream party.
He looked at me, went in.
I said what are you doing, mijo?
We're having an ice cream party.
He looked at me and I said thisis really nice, and they were
seated.
When you enter Miroslava's roomthere's a little like kind of
like kitchen area where theyhave the tables, and they were
really crammed in there.
But it was just so obvious thatthey were a community of
learners that played togetherand talked together, and the
(18:32):
kids just sat there and talkedthe whole time.
Miroslava just sat.
I think she actually had aplate of ice cream too.
She had her own little scoop ofvanilla ice cream, but she
wasn't dominating, she wasn'tleading them.
They were just having anexperience together.
I think that's important.
Right that's same day we cameto your place and we saw in our
(18:58):
preschool classes kids talking,playing, drawing, acting.
They were dressing up, they hadtheir toy cars.
They were really engaging witheach other, and that's what we
want for every child.
We don't want to have separateclassrooms where those kids are
off to the side.
We want them all together.
(19:19):
It's a pretty noble goal itsure is.
Speaker 3 (19:22):
And um, I was thinking earlier when kaylor's
mom was talking about theprogress her, her son, has made,
and um, just giving studentsshe said he knew like 20 words
right total.
Speaker 4 (19:37):
So like now he won't be quiet.
That's a direct quote.
Speaker 3 (19:43):
I won't be quiet so for students who you know this
is a time in their life whereyou know it's really really
important in their life, whereyou know it's really really
important for them to for allstudents to have access to
neurotypical students as well.
Speaker 4 (20:04):
Yeah, so what does the future hold for us?
Claudia, you're there atTurnbull.
Speaker 2 (20:11):
The sky is the limit there is a limit.
I think we're going to keepgrowing More kids, more kids,
more schools, hopefully, andmore services.
We're going to keep hiringpeople that want to be with our
students, our community.
I think it's really wonderfulwhat's to come.
Speaker 4 (20:30):
Yeah, how about for you, amanda?
What's next?
Speaker 3 (20:34):
Full inclusion.
Speaker 4 (20:35):
Yeah, every child in every class.
They don't have to earn it,they get to start there, right,
yeah, and then we figure out howto help them.
Speaker 3 (20:48):
Exactly.
Speaker 4 (20:49):
How about for you, Natalie?
What's next?
Speaker 5 (20:53):
Just like Claudia said, sky is the limit and just
collaborating, learning morefrom our families what the needs
really are and really targetingthat and making it fun for for
everyone.
Ensuring that families feelcomfortable to come to school
and because they're going tocontinue in school for many,
(21:13):
many years, so setting that pathfor them to be excited to
continue learning.
Speaker 4 (21:18):
And yeah and saying I have a two-year-old.
When I can, when can I comesign him up right coming to us
early?
Speaker 1 (21:28):
continuing to grow our program.
The state of california hasgiven us two more million
dollars.
So in addition to what wereceived already.
So we are opening up our Laurelclasses.
Just hopefully, soon licensingwill be there to license the
(21:48):
classrooms.
But continuing to do that,continuing to open preschools in
every site, that is our goal toensure that every single one of
our schools has a preschoolclass or two and just making
sure that children are ready forlearning and ready to go when
they get to kindergarten.
I always tell people we havetwo years to learn their story
(22:11):
and tell their story so thatwhen they get into kindergarten
they are ready to go and we knowso much more about them and can
get them off to a great start.
So that's what we'll be doingopening classes.
Speaker 4 (22:25):
We've got a lot of people coming to visit us next
month.
Did you know that?
Just found out.
Yeah, what did they say?
Speaker 2 (22:32):
Just contacted actually our catering because,
I'm worried about the food, sowe're just excited to hear more
about it.
I guess what's entitled for allof us to do.
Speaker 4 (22:43):
Tell us about it, Christina.
What is it?
Speaker 1 (22:45):
It's a day to truly showcase the work that our
program has been doing in thelast two years.
It really shows from thebeginning of getting there and
Miroslava having we're having apreschool summit.
Yeah, it's a summit thatshowcases everything that we're
doing.
Speaker 4 (23:02):
We're inviting teachers, preschool teachers and
principals from the wholeregion, Down San Jose, all the
way to San Francisco, over toOakland Everyone.
Speaker 1 (23:14):
To show them how we can open classes CSVP,
california State PreschoolProgram.
We hear around our area thatpeople are closing classrooms
and it's making it really hardfor families and we are
fortunate, with your support andour community coming together
and doing what we're all doing,that we're growing and opening
classrooms and ensuring thatfamilies have exactly what they
(23:38):
need to give their children thebest opportunity for success.
Speaker 4 (23:42):
And what we saw.
When kids start preschool, atthree they can read.
When they get to fourth grade,almost every single kid's a
reader.
If we can change just that,their whole academic future
changes.
Do we have a date?
Speaker 1 (23:58):
october 23rd october 23rd.
That's, that's lucky, it's agreat lucky day, that's a great
day 10, 23.
I'm so proud of the work thatwe're doing it's gonna be really
exciting we'll have all thesefolks come in.
Speaker 4 (24:13):
We'll take them to a couple classrooms, then we'll
come back here.
Have they told.
We'll take them to a couple ofclassrooms, then we'll come back
here.
Have they told you what you'regoing to do here yet?
Oh well, let's tell her.
You want to tell her what she'sgoing?
Speaker 3 (24:24):
to be doing?
You're going to lead theafternoon session?
No, we're going to.
Speaker 1 (24:28):
You'll be presenting.
Speaker 4 (24:32):
Yeah, the two of you will be presenting, yeah, as a
panel.
Speaker 3 (24:37):
So some of the topics that we've talked about today
yes, accessing communityresources, developing those
community partnerships and inthe name of supporting all of
our families, right, how we getfamilies in, how we help
families, how we connect withfamilies, so we'll have people
from those other programs comingand learning and listening to
you.
Speaker 2 (24:55):
I think it's great to be able to share the things
that we've been doing and ourteachers will be presenting?
Speaker 4 (25:00):
Do they know they're presenting?
Speaker 2 (25:03):
Yes, they do.
Speaker 4 (25:03):
Diego, will you get them on camera?
Speaker 5 (25:06):
Are they?
Speaker 4 (25:06):
nodding their heads.
Speaker 2 (25:07):
Big smiles.
They'll be presenting, yeah.
Speaker 4 (25:11):
And it's a really beautiful thing, because people
come and then they say, likethey really affirm what we're
doing, but they also give usideas that are new for us.
Speaker 3 (25:18):
That's what I was just going to say.
It's a chance for us also tobuild partnerships with
educators who are doing similarand different work.
Speaker 4 (25:28):
Right, that's how we continue to grow.
I want to share every good ideawe have and I want to learn
from every new idea we don'thave.
Speaker 1 (25:36):
Yes, great way of doing it.
Speaker 4 (25:38):
If we do that in education, we'll be okay.
Speaker 1 (25:40):
Mm-hmm.
Speaker 4 (25:41):
Yeah.
So what's your message to thesefamilies?
You have families that aregoing to hear this, that have a
two-year-old.
What do you say to that familythat has a two-year-old?
Speaker 2 (25:50):
I say please come to Trumbull, we welcome all
families.
Speaker 4 (25:55):
We're ready for you.
Speaker 2 (25:56):
We're ready for you, for your students, and we just
honestly, we want the best foryour student and your family and
we're here to support you andwe have wonderful people.
And before I left the office,all of the staff said don't
forget to give us a shout-out.
So I want to give a shout outto all of our wonderful ladies
who, without them really, thiswork couldn't be done, it
(26:16):
couldn't be done.
Speaker 4 (26:17):
Awesome people, awesome people, beautiful
campuses, great programs andit's all for the kids.
No-transcript.
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