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Kings Early Childhood Center outlines personalized learning, PBIS and Power 5 skills
Summary
KECC principal Marybeth Fossey and staff presented how preschool classrooms implement personalized learning, the district’s Power 5 skills and Positive Behavioral Interventions and Supports (PBIS). The update described daily center time, social‑emotional curriculum and schoolwide incentives.
Marybeth Fossey, principal of Kings Early Childhood Center, and preschool staff presented a district strategic‑initiative update to the Kings Local Board of Education on March 18, describing how preschool instruction already uses personalized learning and how the school fosters the district’s Power 5 skills and PBIS (Positive Behavioral Interventions and Supports).
Fossey told the board that preschool teachers tailor instruction to each child’s interests and ability levels and schedule daily center time that staff intentionally plan to support Ohio’s early learning standards. Staff said the center’s approach allows teachers to observe and instruct organically while children play, which the presenters described as “purposeful play” that builds confidence and curiosity.
The presentation listed routine schoolwide events and instructional practices that support the Power 5 skills (communication, critical thinking, problem solving, collaboration and career readiness). Examples included family literacy night, field trips to the post office, a hands‑on science focus during center time and project activities such as building a gingerbread house that encourage creativity and problem solving.
On behavioral supports, KECC staff described a PBIS rollout that assigns three positively stated expectations — be safe, be kind, be problem solver — across common areas (gym, playground, playroom). Classrooms earn tokens for meeting expectations; when a classroom collects four tokens it receives an incentive (examples provided included extra recess time, a phone call home or a preferred snack). The preschool psychologist also described a social‑emotional curriculum used in all classrooms that teaches children breathing strategies, feelings identification and small calming activities; staff reported students are using these practices with peers on the playground.
KECC staff highlighted family and community engagement activities such as a heritage festival and schoolwide volunteer events. Board members praised the preschool team for early implementation of district initiatives and noted the benefit of starting personalized learning and social‑emotional skills at an early age. The presentation was informational; the board did not take formal action during the update.
