About Us

Welcome

The BLESSED KIDS INTERNATIONAL SCHOOL serves students who range from 6 months to 10 years. BKIS is a Preschool and Elementary School that partner with parents from Gardnerville and Barnesville Communities. The programs provide a setting where children feel safe, respected, and cared for.

It provides students the opportunity to take part in developmentally appropriate learning activities through play. The BLESSED KIDS SCHOOL programs follow the
Department of Education guidelines. The Department of Education guidelines are used to guide the expectations for the early childhood education standards as defined by the Department Board of Examiners.

What Sets Us Apart

BKIS Goal

a) To provide a caring, safe, healthy environment for students.
b) To provide quality staff who enjoy interacting with children.
c) To encourage and support communication between staff, students, families, other district staff, and the community.

Specific Goal for Children

a) Children will meet developmental milestones in the areas of social/emotional, cognitive, physical, and language development.
b) Children will be curious about learning and developing problem solving skills.
c) Children will be safe and healthy.

Specific Goal for Families

a) Families will feel welcome in the classrooms and schools.
b) Families will be advocates for their children.
c) Families will be actively involved in their child’s learning and build positive relationships with School Administration.

Curriculum

1. Curriculum is a framework for learning opportunities and experiences. It is a process by which learners obtain knowledge and understanding, while developing life skills. The School programs use the Creative Curriculum, which is a research and evidence – based curriculum. The creative curriculum focuses on the developmental levels of the whole child. These areas include: language and literacy, math, science, physical and social skills. The creative curriculum also provides children the opportunity to learn in a variety of ways (i.e., through problem-solving, exploration, play, music, movement, art,
drawing, writing, reading, listening, and storytelling).

2. We also follow other research-based curriculums that align with the outcomes of Creative Curriculum. These curriculums include: Handwriting without Tears and PATHS (Promoting Alternative Thinking Strategies).

Outside Play and Learning

We have daily opportunities for outdoor play as the weather permits, provided the weather air quality and environmental safety conditions do not pose a threat. This allows children the opportunity to develop their skills, get exercise, and become active learners.

Child Assessment

1. Preschool assessments of young children are purposeful, developmentally appropriate, and take place in the natural setting by familiar adults.
Assessment results will be used for planning and to guide instruction.
Assessments will not be used to decide if a child can or cannot be part of the
program. The child’s culture and experiences outside of the school are
recognized as being an important piece of the child’s growth and development.
All results are placed in an individual child file, stored and kept confidential.
Assessments also proved information, about individual child’s needs, interests,
and abilities in order to plan developmentally appropriate activities for them,
provided parents information regarding developmental milestone, and to
indicate if children need additional assessments or intervention. The following
assessments are used:
a) Teachers monitor each child’s developmental progress throughout the
year using the Teaching Strategies “Gold” online assessment tool. This
program gives teachers, staff, parents, and administrators the ability to
monitor progress throughout the year. Checkpoints are done three times
a year.
b) Observational data that provides ongoing anecdotal record of each
child’s progress during daily activities.
c) Child Portfolios (Organized by teachers and includes assessments,
observational data, and ongoing child work samples).

d) Families are asked to contribute information regarding their child’s
progress throughout the year. The collaboration between school and
home can give all stakeholders a more accurate picture of how a child is
performing developmentally.
e) Special education teachers will take data for individual student goals one
t
ime weekly, graphed, and reported on a trimester basis. When at least
four weeks of instruction and a minimum of eight data points following
the initiation of or change in instruction, the trend line will be analyzed.
Making an instructional change instruction, the trend line will be
analyzed. Making an instructional change or increasing student’s goal
will considered if the trend line is steeper than the goal line; changing
the students’ instructional program (e.g., instructional approach,
curriculum materials) will be considered if the trendline is less steep
than (i.e., below) the goal line.

Vision

BLESSED KIDS INTERNATIONAL SCHOOL will be a school that brings learning to life for every child.

Mission

Mission or Philosophy: The Mission of the BLESSED KIDS INTERNATIONAL SCHOOL is
to prepare students to be life – long learners who can become successful, productive future citizens. They will be accomplished by recognizing the value of each individual and promoting academic and personal growth in a challenging and caring environment. Together with families, we support the students emotionally, socially, physically, and educationally.