Mrs. Southern

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hablar en español

Si usted necesita hablar con un empleado del distrito,  en español,  por favor llame a TES en nuestra línea telefónica  al (805) 434-4027 y hable con Annette Calcote, profesora del Desarrollo de Ingles (ELD).  Si la llamada no es contestada, por  favor deje un mensaje con un buen número para comunicarse con usted.  Intentaremos de contestarle durante las horas de 1:30-2p lúnes a viernes, o hasta las 9:00 de la noche el mismo día. Sus preguntas e inquietudes son muy importantes para nosotros, y queremos asegurarse de que ustedes pueden conseguir sus preguntas relacionadas a la escuela.


Jill Southern, Directora TES y Annette Calcote, Profesora de ELD




(They are all also on the Student / Parents Info Page)

Office Staff

Jessica & Terisa

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Attendance Line

If your child must be absent, please call the 24-hour absence verification line at (805) 434-5826.

For your convenience, our office hours are from - 7:30 a.m. - 4 p.m Monday through Friday, 434-5820

Fax number - 434-5811


Contact a teacher by  email

TES Principal



Friday, May 20 - TES/VES Spring Fling 5-7p


Tuesday, May 24 - TES SAC Meeting 3:15-4:15p


Wednesday, May 25 - DELAC 6-7:30p


Monday, May 30 - NO SCHOOL  - Memorial Day


Wednesday, June 1 - REGULAR DAY - NOT Early Release - Kinder/TK Beach Day - ALL K/TK in the am


Thursday, June 2 - 2nd Grade Wax Museum


Friday, June 3 - GRADING Day - Minimum Day Schedule


Tuesday, June 7 - LAST DAY OF SCHOOL - Minimum day with ALL Kinders/TK in the am




If you would like to view our Bell Schedule for 2015-16, please click the link below: 


Thank you to our incredible staff and families for all your involvement in the education of our students!





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  • The California Gold Ribbon Schools Award was created to honor schools in place of the California Distinguished Schools Program.  The Gold Ribbon Awards recognize California schools that have made gains in implementing the academic content and performance standards adopted by the State Board of Education.
  • Nearly 6,000 elementary schools were eligible to apply this year. 780 were selected for the Gold Ribbon Award; less than 30 schools were selected for the Exemplary Arts Award
  • Schools applied for the award based on a model program or practice their school has adopted that includes standards-based activities, projects, strategies, and practices that can be replicated by other local educational agencies. TES’ featured model program is Eagle Hour, our highly successful differentiated reading process.

Letter to Families about potential exposure to Hand, Foot, and Mouth Disease

Dear Parent or Guardian:


Your child may have been exposed to Hand, Foot and Mouth Disease. Hand, foot and mouth disease is a contagious disease caused by a virus. The symptoms are clear blisters or rash inside the mouth, on the palms of the hands and feet, fever, headache, sore throat and cold symptoms. The disease is transmitted by direct or indirect contact with nose or throat discharges and/or feces of an infected person. The blisters or rash last from 5 – 10 days and may cause discomfort. The incubation period is from 3 to 5 days. There is no specific treatment. Complications are rare, but if any unusual or severe symptoms occur, a physician should be consulted. If your child develops this condition please keep them home until fever free for 24 hours and mouth sores are healed or you have a note from the doctor indicating your child may return to school. If you have further questions, please contact your doctor or the Health Department.

Thank you for your cooperation.


Estimado Padre o Tutor:

Su hijo puede haber estado expuesto a la fiebre aftosa humana. Mano, la fiebre aftosa es una enfermedad contagiosa causada por un virus. Los síntomas son claros ampollas o erupción en la boca, en las palmas de las manos y los pies, fiebre, dolor de cabeza, dolor de garganta y síntomas de resfriado. La enfermedad se transmite por contacto directo o indirecto con la nariz o la garganta descargas y / o heces de una persona infectada. Las ampollas o erupciones duran de 5 - 10 días y pueden causar molestias. El período de incubación es de 3 a 5 días. No existe un tratamiento específico. Las complicaciones son raras, pero si se presentan síntomas inusuales o graves, un médico debe ser consultado. Si su hijo presenta esta condición por favor manténgalo en casa hasta que la fiebre por 24 horas y llagas en la boca son sanados o si tiene una nota del doctor indicando que su hijo puede regresar a la escuela. Si tiene alguna duda, consulte con su médico o al Departamento de Salud. Gracias por su cooperación.

ART For Children's North County Day Camp Info!



Now accepting registrations for Art for Children's North County Day Camps!  We'll be offering many classes for your children to enjoy.  Classes include:  Marine Biology, Cooking, Legos, Art, Drama, Wild Card, GoPro, and K/1st Grade enrichment classes.  Please visit the website, art4children.org, for the application and more information or email dgarcia@templetonusd.org.

ELA / ELD Curriculum Pilots!

English Language Arts/English Language Development Instructional Materials Adoption (K-8)


Senate Bill 201 (Chapter 478 of the Statutes of 2013), signed on October 2, 2013, authorized the State Board of Education to conduct an adoption of kindergarten through grade eight instructional materials in ELA/ELD aligned to the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS ELA/Literacy) and the new California English Language Development Standards (CA ELD Standards).


Templeton Elementary School and Vineyard Elementary School have done intense research and training on various potential ELA/ELD published curricula.  After our thorough research, we have narrowed our curriculum search down to two published curriculum: 1) Wonders by McGraw Hill and 2) Benchmark Advance by Benchmark Education.


Both programs are dynamic and offer incredible language arts learning experiences for our students.


At both TES and VES, each grade level is piloting both programs.  Many students will get some exposure to ELA CCSS aligned lessons with either of these new programs over the next 6 weeks.  This trial/pilot allows us to make the best long term adoption decision for our students and our district.


If you have any questions about either program, please contact the TES Main Office / Principal - Jill Southern


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Our Outdoor Classroom!


Have you stepped into our OUTDOOR CLASSROOM recently!  As a result of hard work, collaboration, and a community grant through the Templeton CSD, a lot new is literally and figuratively "growing" there!  In addition, the tireless work of our very own 1st grade teacher, Krissy Lorz and 2nd grade teacher, Joe Kirschner, has made this area happen.  It so useful for so many aspects of our educational day.  Thank you to our amazingly talented Math Intervention specialist (and true artist), Gilda Zimmerling and former incredible employee, Amy Stith, for collaborating with all our classes on the BEAUTIFUL mosaics that decorate the planters.  Thank you to Chris Bonin and our TUSD MOT department for promoting our vision and dedicating time and resources to making this space come alive!





All our 1st grade classes are learning about trout life cycles, ecology, and our environment through Trout in the Classroom!  Our very own Krissy Lorz (1st grade teacher) wrote a TEF grant (we so appreciate the support of TEF) for this wonderful, hands-on, multi-week experience which culminates with the actual release of live trout the students have raised!  Today, our outdoor classroom was used all day as a hands-on educational space - take a look!Trout 2.JPG


January 28, 2016


Dear Templeton Elementary School Parents and Guardians,




Thank you to those who are safe, respectful, observant, and patient during drop off and pickup times at TES.  Most families are following the rules in our parking lot and surrounding areas.  That being said, we have seen an alarming increase in unsafe behaviors, so this reminder to ALL is very much warranted.  If you have extended family or others doing drop off or pickup of your child, please share this information with them.   Ultimately, we all need to work together.  What we are seeing is that when one person chooses to make a dangerous choice like driving the wrong direction in our parking lot, other families are following suit.  The safety of everyone needs to be top priority.

  1. There is one way in and one way out through both the drop off zone and the parking lot.  Please do not enter our parking lot where it is clearly marked “DO NOT ENTER”.  It is extremely dangerous to drive the wrong way through the parking lot as people are NOT EXPECTING cars to be coming through the wrong direction.  PLEASE DRIVE THE CORRECT DIRECTION, and DRIVE AT A SLOW, SAFE SPEED.

  2. Please refrain from using angry words, gestures, profanity, or rude comments to ANYONE.  We realize drop off and pickup times can be frustrating.  Our duty staff are working tirelessly to make sure you and your children are safe.  Use of disrespectful language is modeling horrible behaviors and doesn’t accurately represent our school or community. While waiting a few minutes can be frustrating, we need everyone to be PATIENT and respectful.

  3. PLEASE do not use the time in the drop off zone to pack backpacks, have a meeting, or get ready for school.  For us to move over 500 students in and out in a timely fashion, the drop off area needs to be safe and efficient.  If you are needing to get out of your car to meet with staff, friends, or go to a classroom, please find a safe place to park in the lot (not a STAFF spot) or on a neighboring street and walk to TES.

  4. The actual parking lot is NOT AN AREA TO DROP OFF CHILDREN.  Unless your child is personally being escorted by an adult who is dropping them off, he/she needs to be let out of your car in the drop off zone (the white curb area by our front gate).  Please remember that drivers must remain in their cars if parked in the drop off zone.  If there is no spot available at the drop off zone, please carefully drive through and loop around the neighborhood.  

  5. The DISABLED PERSONS (DP) PARKING SPOTS (BLUE) are for those who need them.  Misuse of a DP placard is punishable by law; it is illegal to lend your DP placard to another person or to use someone else’s DP placard..  Please do not drop your child off or park in a DP (blue) parking spot unless you are legally permitted to do so.

With our beautiful climate and the sidewalk on Crocker St., we encourage families to park legally on neighboring streets or near the park and walk to school.  We do have yard supervision in the morning starting at 7:30a and in the afternoon until 3:15p (2p on Wednesdays) which allows parents to avoid the traffic by dropping off a bit earlier or picking up a few minutes later. If we work together on this, we can all be safe and happy.  We have created some recommended times for staggered pickups.  See below:

2:30p - 1st grade parents (1:35p early release Wed.; 12:15p min day)

2:40p - 2nd grade parents (1:50p early release Wed.; 12:25p min day)

2:50p - Afternoon Kindergarten parents (1:30p early release Wed.)


Together, we can make this a safer and less frustrating situation for everyone.


Jill Southern - TES Principal




“Home of Tomorrow’s Leaders”

215 Eighth St. Templeton 93465 (805) 434-5820

November 16, 2015

To Parents / Guardians of Templeton Elementary Students:

With fall and winter class activities and gatherings being planned, we wanted to remind everyone about our food protocols.


Templeton Elementary School is regularly looking at ways to keep our students safe.  We currently have multiple students in all our grade levels at our school with life threatening allergies and food related illnesses.   While we certainly appreciate the intent of families bringing in outside food to share with the class, we do not want to put any student in potential danger by exposing him or her to outside foods.  

To keep our kids safe, we are continuing the following protocols for foods brought into classes to share with others:

1) If your child is having a birthday or other event and wants to bring something to share with the class, please have it be a non-food item (pencils, erasers, or stickers could be ideas).  

2) There will still be fun, planned opportunities for families to bring in foods to share.  There will be pre-announced class party days for each grade level where families will be notified in advance that food will be in the class and of what foods they can bring.  Please talk with your child’s teacher about these class celebration days.  

3) When bringing food to school for pre-announced, sharing purposes, it must be store bought with a nutrition fact label and ingredient label.  These foods can not be prepared at home, even if they are healthy foods like sliced fruit.  We can not guarantee that home prepared foods don’t contain allergens.  Foods must arrive on our campus still in packaging.  Good examples of store prepackaged items are mini bags of carrots, mini bags of pretzels, mini boxes of raisins, packaged cheese sticks, or mini bags of sliced apples.

We certainly appreciate the generosity and creativity of our Templeton families.  The last thing we would want is a child being exposed to a life threatening allergen through a well-intentioned, home-baked food item shared in class.


Jill Southern
Principal – Templeton Elementary School


(805) 434-5820


We have new stock of ALL sizes of sweatshirts and Tshirts!!!

Youth Small 
Youth Med
Youth Large
Adult Small
Adult Med
Adult Large

Adult XL

Click the link below for the order form for TES SPIRIT WEAR!!!  Have you seen those great green t-shirts supporting our great school?The form on the link below gives the sizes and prices.

Spirit Wear Order Form


Click below for info about MIXED BAGS!


This link takes you directly to being able to order ONLINE!  You can send the link to family and friends who are out of town as well!


Thanks for supporting TES and the TES PTO!

Reading 20 minutes a day...

Reading 20 minutes a day...

Bedtime Stories for Young Brains - great article


AUGUST 17, 2015

A little more than a year ago, the American Academy of Pediatrics issued a policy statement saying that all pediatric primary care should include literacy promotion, starting at birth.

That means pediatricians taking care of infants and toddlers should routinely be advising parents about how important it is to read to even very young children. The policy statement, which I wrote with Dr. Pamela C. High, included a review of the extensive research on the links between growing up with books and reading aloud, and later language development and school success.

But while we know that reading to a young child is associated with good outcomes, there is only limited understanding of what the mechanism might be. Two new studies examine the unexpectedly complex interactions that happen when you put a small child on your lap and open a picture book.

This month, the journal Pediatrics published a study that used functional magnetic resonance imaging to study brain activity in 3-to 5-year-old children as they listened to age-appropriate stories. The researchers found differences in brain activation according to how much the children had been read to at home.

Children whose parents reported more reading at home and more books in the home showed significantly greater activation of brain areas in a region of the left hemisphere called the parietal-temporal-occipital association cortex. This brain area is “a watershed region, all about multisensory integration, integrating sound and then visual stimulation,” said the lead author, Dr. John S. Hutton, a clinical research fellow at Cincinnati Children’s Hospital Medical Center.

This region of the brain is known to be very active when older children read to themselves, but Dr. Hutton notes that it also lights up when younger children are hearing stories. What was especially novel was that children who were exposed to more books and home reading showed significantly more activity in the areas of the brain that process visual association, even though the child was in the scanner just listening to a story and could not see any pictures.

“When kids are hearing stories, they’re imagining in their mind’s eye when they hear the story,” said Dr. Hutton. “For example, ‘The frog jumped over the log.’ I’ve seen a frog before, I’ve seen a log before, what does that look like?”

The different levels of brain activation, he said, suggest that children who have more practice in developing those visual images, as they look at picture books and listen to stories, may develop skills that will help them make images and stories out of words later on.

“It helps them understand what things look like, and may help them transition to books without pictures,” he said. “It will help them later be better readers because they’ve developed that part of the brain that helps them see what is going on in the story.”

Dr. Hutton speculated that the book may also be stimulating creativity in a way that cartoons and other screen-related entertainments may not.

“When we show them a video of a story, do we short circuit that process a little?” he asked. “Are we taking that job away from them? They’re not having to imagine the story; it’s just being fed to them.”

We know that it is important that young children hear language, and that they need to hear it from people, not from screens. Unfortunately, there are serious disparities in how much language children hear — most famously demonstrated in a Kansas study that found poor children heard millions fewer words by age 3.

But it turns out that reading to — and with — young children may amplify the language they hear more than just talking. In August, Psychological Science reported on researchers who studied the language content of picture books. They put together a selection from teacher recommendations, Amazon best sellers, and other books that parents are likely to be reading at bedtime.

In comparing the language in books to the language used by parents talking to their children, the researchers found that the picture books contained more “unique word types.”

“Books contain a more diverse set of words than child-directed speech,” said the lead author, Jessica Montag, an assistant research psychologist at the University of California, Riverside. “This would suggest that children who are being read to by caregivers are hearing vocabulary words that kids who are not being read to are probably not hearing.”

So reading picture books with young children may mean that they hear more words, while at the same time, their brains practice creating the images associated with those words — and with the more complex sentences and rhymes that make up even simple stories.

I have spent a great deal of my career working with Reach Out and Read, which works through medical providers to encourage parents to enjoy books with their infants, toddlers and preschoolers. This year, our 5,600 program sites will give away 6.8 million books (including many to children in poverty), along with guidance to more than 4.5 million children and their parents. (The group also provided some support to Dr. Hutton’s research.)

Studies of Reach Out and Read show that participating parents read more and children’s preschool vocabularies improve when parents read more. But even as someone who is already one of the choir, I am fascinated by the ways that new research is teasing out the complexity and the underlying mechanisms of something which can seem easy, natural and, well, simple. When we bring books and reading into checkups, we help parents interact with their children and help children learn.

“I think that we’ve learned that early reading is more than just a nice thing to do with kids,” Dr. Hutton said. “It really does have a very important role to play in building brain networks that will serve children long-term as they transition from verbal to reading.”

And as every parent who has read a bedtime story knows, this is all happening in the context of face-time, of skin-to-skin contact, of the hard-to-quantify but essential mix of security and comfort and ritual. It’s what makes toddlers demand the same story over and over again, and it’s the reason parents tear up (especially those of us with adult children) when we occasionally happen across a long-ago bedtime book.

TES School Supply Lists 2015-2016

Click below to see the TES grade level supply lists for TK and K, grade 1, and grade 2


We are looking forward to a super year!


Grade Level Supply Lists 2015-16

ONLINE RESOURCES you can use at home!

Click the link below for a long list of resources you can use with your students at home!  We will be updating this frequently as we discover more great links!



Grade level success - What does it look like?


TES PE Volunteers for 1st and 2nd grade Will be Needed!

Hi TES Parents / Guardians of TES 1st and 2nd Graders:


If you are looking for a great way to volunteer at TES, PE may be your option! We have great centers and PE equipment.  Your children will regularly work on coordination, balance, sportsmanship, teamwork, and much more. Our PE program is necessary for a few reasons:


  1. Our Friday PE sessions help meet our required minutes of organized PE.

  2. Our necessary Eagle Hour planning happens during PE.  PE allows your child’s teacher to work collaboratively with his/her entire team.  


WE NEED YOUR HELP!  While we do have our yard duties, our counselor (Dr. Meece), our principal, and some great parent volunteers (thank you!) already running PE centers, we will still be needing more adults Friday mornings.  We typically need 14-16 adults for centers.




TIMES:     1st GRADE PE: Fridays 9-9:45a           

  2nd GRADE PE: Fridays 10:30-11:15a.  


  1. If you would like to assist with your child’s class at PE, please let your child’s teacher know. (On Minimum Days, we have an adjusted schedule - check with your teacher)

  2. On Friday, please check in the office first to sign in and to get a volunteer badge.

  3. Head to our field and check in with Mrs. Southern to be informed as to what center you will be monitoring.

  4. You will be there to assist students with being good sports, following the station rules, knowing where to go when the whistle blows to move to the next station, etc.


Your support is so appreciated.  Without parent volunteers like you, we can’t offer this great PE experience, and we also would not be able to do the necessary planning to run our AMAZING EAGLE HOUR!




Jill Southern - TES Principal


Interested in previewing the SBAC?

The Smarter Balanced Assessment (SBAC) is the standardized testing system affiliated with Common Core.  Though the youngest grade testing will be 3rd grade, we thought knowing what types of things will be asked of 3rd graders would be of interest to TES parents.  You can take a look at sample tests and questions at the following web link:



CA Department of Education Link to Common Core Resources

Click here to get to the California Department of Education's Website for Common Core State Standards.  Here, you will find the standards and many resources available to you including sample questions for the Common Core state assessments (called SBAC - starts at grade 3), parent information for student success, FAQ, etc.



Also, there are some great Parent Guides for Student Success for Common Core found at the following link (English and Spanish):



Common Core - Key Ideas for Families

Common Core - Key Ideas for Families
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A quote from Dr. Seuss

The more that you read,

the more things you will know.

The more that you learn,

the more places you'll go.

Dr. Seuss

Does Your Child Have Health Insurance?

Click the link to the flyer below for information regarding NO-COST MEDI-CAL Health Care and LOW COST HEALTHY FAMILIES Health Care for those who qualify.  The flyer is in both English and Spanish.

Med-Cal Flyer



No news posted

Teacher WEBSITES!!! Click the links below

Eagle Hour - What is it?

Eagle Hour - What is it?

EAGLE HOUR - Reading Process Grades 1-2

For the 2015-16 school year, Templeton Elementary School is so proud to continue our Eagle Hour curriculum planning and delivery process for every student grades 1 and 2.  Eagle Hour is a PROCESS by which we assess our students and then place them in a classroom within their grade level for reading and literacy for one hour a day, four days a week.  TES has been and continues to receive thorough training for Eagle Hour, and we are dedicated to deliver differentiated literacy instruction that addresses the needs of every child on such a consistent basis.  This is research based and being done in over 300 schools.  This reading process will begin in mid September this year, a full month earlier than last year.

Each child is taught at his or her instructional level and advanced accordingly.  Lessons and curriculum are planned collaboratively, on a weekly basis by the whole grade level team.  

TES Eagle Hour Passion Statement:

"With clear purpose, collaboration, and as supported lifelong learners, we, at Templeton Elementary School will not rest until all of our students participate in leveled, targeted, and engaging instruction that advances literacy and fosters a love of learning."

TES PTO! Click below for their FACEBOOK PAGE!


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Accelerated Reader

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Title III Letter (link below) in English and Spanish

A Week in Preview


Cafeteria menus and other information

PPT, Word, Excel Viewers [Go]
Acrobat Reader [Go]

Templeton Elementary Address and Phone #

Templeton Elementary School Address:

215 Eighth Street

Templeton, CA  93465


Phone: (805) 434-5820