kindergarten connection transition plan

Kindergarten Transition Plan for students and families in the

Easton Area School District

May 2011

Prepared by:

Family Connection of Easton, Inc. Kindergarten Connectiontm

Anita M. Hunt and Jessica R. Dreistadt www.eastonsd.org/fc

Transition Plan for Children and Families in the Easton Area School District

Table of Contents Objectives 3

Readiness Definitions 4

Theoretical Basis 5

Needs Assessment 9

Pennsylvania Early Learning Standards 10

Transition Strategies 12

Strategy Guidelines

Kindergarten Kickoff Carnival 20

Welcome to Kindergarten backpacks 22

Kindergarten registration 23

Project LEAP Transition visits 24

Kindergarten orientation 25

Pre-K summer programs 26

Implementation Calendar 27

Evaluation 28

Contact Information for Agencies in Plan 29

Committee Members 30

Appendices A - Survey results – needs assessment B - List of preschools in EASD sending area C – Kindergarten Handbook

Assessment Instruments D – Needs Assessment

E – Preschool Developmental Checklist F - Satisfaction Survey – Kindergarten Kickoff Carnival

G - Satisfaction Survey – Backpacks H - Satisfaction Survey – Teachers (preschool and kindergarten) I - Kindergarten Readiness Inventory (survey for parents)


Objectives Vision: Young children in the Easton Area School District are ready to learn and ready for school. Children and their parents/caregivers are emotionally, socially, physically, and intellectually prepared for kindergarten. Schools are ready for incoming kindergarten children. Systems are aligned for a smooth transition from school or preschool to public school.


Readiness Definitions Ready children: ___Can identify numbers, shapes, letters, and colors ___Can write her or his name using capital and lowercase letters ___Can use pencils, crayons, and scissors ___Can follow directions ___Can practice age-appropriate self-care

___Are able to express their needs and ask for help ___Know how to appropriately interact with adults and other children ___Are curious and interested in the world around them Ready families: ___Understand the expectations of their child’s school and classroom ___Understand school procedures and practices ___Assist their children with learning in everyday settings

___Provide a home environment that is conducive to learning ___Are actively involved both at home and in school ___Set expectations for their child’s behavior and school work Ready schools (High/Scope Educational Research Foundation): ___The principal advocates for and leads the school ___School staff and parent groups work with families, children, and their preschool

teachers and caregivers before kindergarten and with families and children during kindergarten to smooth the transition from home to school

___School organizes classrooms, schedules, teams, and staff activities to maximize the support for all adults to work effectively with children during the school day

___The school’s learning environments employ elements that make them warm and inviting and actively engage children in a variety of learning activities

___The school diligently employs educational methods/materials shown to be effective in achieving objectives required for grade level proficiency

___The school takes specific steps to enhance parents’ capacities to foster their children’s readiness and to support children’s learning in and outside of school

___School helps all children succeed by interacting with children/families in ways that are compatible with individual needs and family backgrounds or life experiences

___School staff engage in ongoing improvement based on information that rigorously and systematically assesses classroom experiences, school practices that influence them, and children’s progress toward curricular goals.

Ready community: ___Is aware of the needs of children transitioning into kindergarten ___Provides information and support to children and their families ___Is working together and aligning efforts in planning transition to kindergarten ___Connects with the school district to coordinate services


Theoretical Basis 1. To prepare children and families for the transition to kindergarten, parents/caregivers, preschools, the school district, and the community all have to be moving in the same direction at the same speed in order to move forward and to gain momentum. We are all stakeholders centered on the success of each and every child.

Successful Transition to Kindergarten

Parents/ Caregivers Pre-school EASD Community

Preparation for Kindergarten


2. Children’s school readiness is influenced by a number of factors, including exposure to learning opportunities, access to resources, family engagement, and a welcoming environment at school. All of these areas must be thoroughly addressed in order for children to have a successful school start.

Learning Opportunities:

• Home- and center-based preschool programs • School-based summer preschool readiness programs • Standards-based curricula • Caring, highly qualified teachers

Access to Resources:

• Educational materials including Easton Area Public Library • Basic social and economic needs (housing, healthcare, food, clothing etc.) • Early Intervention services

Family Engagement:

• Parents and caregivers are actively involved in preparing children for school • Parents and caregivers use everyday experiences as teachable moments • Parent read and engage in conversation with their children

School Environment:

• Students feel safe and secure • Students and parents feel welcome and have opportunities to be involved

Learning Opportunities Caregivers

Access to Resources Caregivers

Family Engagement Caregivers

School Environment Caregivers


3. Investments in early education and school readiness save taxpayer dollars by mitigating the need for supplementary school and community supports. If we invest more money and time now, we will save significant future financial and social costs.

Early childhood education

Remedial education services Public benefits Unemployment

Multiple longitudinal studies have demonstrated that investments in early childhood education lead to significant cost savings later in life. Early childhood investments, coupled with an alignment of educational activities and support services from preschool to kindergarten, maximizes the use of public funds. A study conducted by the Federal Reserve Bank of Minneapolis and Colby College found that investments in early childhood programs result in a long term cost savings of between $3 and $17 for every dollar invested with internal rates of return between 7 and 20 percent (2006).


4. Transition planning helps to position children for success in school and in life.

We want every child in Easton to have the opportunity to graduate from high school and to go on to college or meaningful employment. In order to realize this dream, we need to intentionally plan now so that children get off to a good start. When children enter school unprepared, the achievement gap widens every year and the possibility of them getting caught up becomes more futile. By working together as a community, we can ensure that every child in Easton enters school prepared to learn. This will requires collaboration, investment of resources, ongoing communication, alignment of programs and services, and full commitment of parents, the school district, preschool educators, legislators, local businesses, and the entire community.


Needs Assessment In Spring 2009, Family Connection conducted a survey with preschool educators, kindergarten teachers, and Easton Area School District administration to determine the needs and resources in our community. Key findings:

• More than half (55%) of early childhood education centers are using a self-designed curriculum. Twenty-three percent (23%) use Creative Curriculum.

• Early childhood educators put the most emphasis on developing social interactions, developing self-concept, and developing self-regulation.

• Kindergarten teachers and school district administrators feel the most important areas are developing social interactions, developing care and self-reliance, flexibility, risk taking, and responsibility, movement/motor skills, numbers, and speaking and listening.

• Easton Area School District staff reported that the most pressing needs of incoming kindergarten students are limited involvement of parents, parents not sure how to help their child with school work, and need to develop parenting skills.

• Kindergarten teachers identified several priority areas for incoming students: ability to separate from parents, age-appropriate self-care skills, listening and following directions, identifying the alphabet and sounds, writing their name, and social skills.


Pennsylvania Early Learning Standards The 2009 Pennsylvania Early Learning Standards for Kindergarten has a new standard for transition (20.4). This transition plan is designed to align with those standards. The Big Idea: Schools and families must work together to coordinate information exchange from one setting to another that will assure children’s seamless learning opportunities. Essential Question: How do I create a seamless transition into and out of the program? What resources and materials do I make available for families to ensure at-home learning links with school learning? Standard Statements - 20.4.1: Program Entry Create processes and procedures for welcoming incoming families through enrollment meetings, sharing of expectations and values, parent handbooks and discussion of sensitive issues that may impact school success. Identify welcome strategies that excite children and families about their upcoming, new experience. Establish processes for communicating with sending schools about information sharing. Develop strategies for communicating with community agencies with which incoming families have been involved for information exchange as well as parent interest in continuing. Standard Statements – 20.4.2: Program Exit Develop policies and procedures for transferring information about child’s program participation to the next school location. Help family understand the expectations and schedules of the receiving school, mapping out strategies for success whenever possible.


Work with receiving school to facilitate pen pals, visits, or other activities where the children become familiar with the new school and stay in touch with the old school. Set up information-sharing processes with receiving school to discuss child’s goals, progress, interests, etc. Standard Statements – 20.4.3: Community Connections Identify and include child’s participation in other schools or programs on information that is sent to receiving school – in transition. Develop relationship with local Early Intervention agencies, birth to three and three to five, and create process for information and referral exchange. Participate in the county Community Engagement Group and other community-collaborative agencies that advocate for early childhood locally and statewide early. Assure the program’s representation at county or community days. Produce regularly-updated program brochures or promotional materials and distribute throughout the community. Arrange for information-sharing sessions with local school districts to develop shared expectations for entry and exit into the programs. Offer early childhood professional development to other community agencies. Invite community agencies to provide special seminars or workshops for families.


Transition Strategies Create processes and procedures for welcoming incoming families through enrollment meetings, sharing of expectations and values, parent handbooks and discussion of sensitive issues that may impact school success.

Strategy/Activity Description Resources Needed Impact Kindergarten orientation

Every elementary school holds an annual event to welcome and orient new kindergarten students

EASD staff Family Connection staff

Students and families are familiar with school and staff.

Kindergarten handbook All parents of incoming kindergarten students will receive a handbook from EASD

Handbooks printed by central duplicating

Parents have a reference guide for school policies and procedures

Kindergarten registration

All students visit the school for assessment and registration prior to enrollment

EASD staff Parents

Parents have the opportunity to meet school staff and ask questions

Identify welcome strategies that excite children and families about their upcoming, new experience.

Strategy/Activity Description Resources Needed Impact Kindergarten Kickoff Carvinal

Annual community celebration for students starting school

School facilities Volunteers Funding

Create a positive school-based experience for new students.


Establish processes for communicating with sending schools about information sharing.

Strategy/Activity Description Resources Needed Impact Quarterly Kindergarten Connectiontm Meetings

Family Connection will convene quarterly meetings where early childhood educators and EASD staff can share information

Family Connection staff EASD staff Preschool staff

Improved communication from preschool to kindergarten

Online community Family Connection will maintain an online community where preschool and EASD staff can communicate via message boards

Free website hosting Family Connection staff

Increased communication and archive of discussions related to transition

Communicate with private kindergartens

Share information about curriculum and transition with private kindergartens that will be sending students to first grade

Family Connection staff EASD staff Private kindergarten staff

Alignment of kindergarten curricula Smooth transition of students from private kindergarten into 1st grade at EASD

Develop strategies for communicating with community agencies with which incoming families have been involved for information exchange as well as parent interest in continuing.

Strategy/Activity Description Resources Needed Impact Early Intervention parent night

Forum about starting kindergarten for parents with special needs children

EASD special education department Colonial IU IEP information

Parents of special needs students feel more prepared for the start of school.

PTA Connect families with PTA at their elementary school

PTA members and officers

Parents feel connected to their new school community.


Develop policies and procedures for transferring information about child’s program participation to the next school location.

Strategy/Activity Description Resources Needed Impact Preschool Developmental Checklist

Checklist of skills for children who attend preschool are given to kindergarten teacher with parent permission

Preschool staff Kindergarten teachers Family Connection staff

Kindergarten teachers have information to drive instruction and targeted interventions

Help family understand the expectations and schedules of the receiving school, mapping out strategies for success whenever possible.

Strategy/Activity Description Resources Needed Impact Summer school Pre-K program

Students become aware of the curriculum, rules, expectations, and school layout

EASD funding EASD staff

Students are better prepared for kindergarten.

Kindergarten orientation

Each elementary school will hold an annual kindergarten orientation

EASD staff and facilities EASD transportation

Students will have increased familiarity with school building, staff, policies and procedures, and riding the bus

Work with receiving school to facilitate pen pals, visits, or other activities where the children become familiar with the new school and stay in touch with the old school.

Strategy/Activity Description Resources Needed Impact Project LEAP school visits

Local preschools will take their students to visit a kindergarten classroom

Family Connection staff Project LEAP partner preschools

Students have greater familiarity with the school environment


Set up information-sharing processes with receiving school to discuss child’s goals, progress, interests, etc.




Kindergarten teachers have information to drive instruction and interventions

Parent questionnaire Parents complete a brief questionnaire at kindergarten registration; survey mailed home in advance; Data compiled by Family Connection

EASD school secretaries Family Connection staff Parents

Teachers have an understanding of each child’s needs

Identify and include child’s participation in other schools or programs on information that is sent to receiving school – in transition.




Kindergarten teachers have information to drive instruction and interventions


Develop relationship with local Early Intervention agencies, birth to three and three to five, and create process for information and referral exchange.

Strategy/Activity Description Resources Needed Impact Family Connection Family Connection

serves as a link between the Easton Area School District and local community organizations

Family Connection staff

Improved communication and awareness among school and community-based programs; referrals to early intervention programs

Colonial IU The Easton Area School District will maintain ongoing communication with the IU about transition strategies

EASD staff Colonial IU staff

Established process for information and referral exchange and streamlined services

Northampton County Early Intervention

The Easton Area School District will maintain ongoing communication with early intervention about transition strategies

EASD staff Early intervention staff

Established process for information and referral exchange and streamlined services


Participate in the county Community Engagement Group and other community-collaborative agencies that advocate for early childhood locally and statewide early.

Strategy/Activity Description Resources Needed Impact CEG advisory council Family Connection’s

executive director will serve on the advisory council of our local Community Engagement Group and provide information to EASD administration


Participation in regional coordination of transition initiatives

Children’s Coalition of the Lehigh Valley

Family Connection is a member organization and will share important advocacy updates with EASD and preschool staff as well as parents

Family Connection staff Children’s Coalition

Increased awareness of, and involvement in, legislative issues

PA Promise for Children

Family Connection will distribute these materials to families at school-based events

Family Connection staff PA Promise for Children literature

Increased awareness and engagement of families in their children’s educational experiences

Assure the program’s representation at county or community days.

Strategy/Activity Description Resources Needed Impact Community events such as Heritage Day and Healthy Kids Day

Family Connection will have a presence at these events to provide preschool age children and their families with information about starting school.


Parents receive information about starting school and have an opportunity to ask questions


Produce regularly-updated program brochures or promotional materials and distribute throughout the community.

Strategy/Activity Description Resources Needed Impact Kindergarten handbook All students receive a

handbook of EASD policies and procedures

EASD staff EASD central duplicating

Parents are aware of school policies

Community agency literature

Local community organizations will include information about transition in their newsletters, on their websites, and in other printed materials

Local community organizations including Family Connection, Spring Garden Children’s Center, and Family YMCA, Easton Area Public Library

Parent are more aware of the transition process

Arrange for information-sharing sessions with local school districts to develop shared expectations for entry and exit into the programs.

Strategy/Activity Description Resources Needed Impact

Quarterly Kindergarten Connectiontm Meetings

Family Connection will convene quarterly meetings where early childhood educators and EASD staff can share information

Family Connection staff EASD staff Preschool staff

Improved communication from preschool to kindergarten


Offer early childhood professional development to other community agencies.

Strategy/Activity Description Resources Needed Impact Local and regional conferences

EASD and preschool staff will be encouraged to participate in local and regional professional development activities for the early childhood community

Planning committee Facilities

Ongoing development of skills and relationships

EASD professional development

EASD will include preschool staff in relevant professional development activities

CPEC committee Shared knowledge of effective transition strategies

Invite community agencies to provide special seminars or workshops for families.

Strategy/Activity Description Resources Needed Impact

Kindergarten readiness workshops at local preschools

Information shared about kindergarten registration, readiness, and school policies and procedures

Local preschools such as the Family YMCA Family Connection staff

Parents understand the curriculum, standards, and school policies and procedures

Early Intervention parent night

Forum about starting kindergarten for parents with special needs children

EASD special education department Colonial IU IEP information

Parents of special needs students feel more prepared for the start of school.


Strategy Guidelines: Kindergarten Kickoff Carnival The Kindergarten Kickoff Carnival is an annual event to expose three to five year old students to the school environment in a positive and fun way. The event is planned by a committee including staff from the Easton Area School District, Family Connection, and local preschools. The event is held on the last Friday after the end of the school year in June. The Easton Area School District provides space for this event; Family Connection secures a building permit and provides proof of insurance coverage. Students and parents go on a tour of the school with two guides. They visit the principal in the main office, the nurse’s office, the library, the music room, the guidance office, and the cafeteria. At each stop, a brief (under 5 minute) explanation of what to expect in kindergarten is shared and each child receives a small gift, such as a pencil or animal crackers. Local preschools provide activities for students including crafts and educational activities. Local community agencies are invited to provide information about services for children and families in our community. Fun activities are also offered to draw families to the school. These activities include the Fun Bus, a clown, and a moon bounce. The event is promoted by sending flyers home to all students in kindergarten through 2nd grade, sending a mailing using census data from Easton Area School District, distributing flyers to local preschools and community agencies, including information in Family Connection’s newsletter, distributing an alert to the media, and posting information on Family Connection’s Facebook and Twitter accounts. Families complete a survey at the event to assess the impact of participation. They receive a small gift to encourage participation in the survey.


Kindergarten Kickoff Carnival Checklist

___Schedule monthly planning meetings from January through June ___Obtain building permit ___Provide certificate of insurance ___Sign contracts with entertainment ___Ask school staff to participate in the event ___Create chart with volunteer assignments ___Review volunteer assignments with Family Connection leadership team prior to the event ___Update and make copies of the evaluation survey ___Create layout for community agencies, preschools, entertainment, and all agencies ___Create flyer ___Distribute flyer to census list, local preschools, and local nonprofits ___Insert flyer in Family Connection newsletter ___Send flyer home to all kindergarten through 2nd grade students ___Post information on Facebook ___Post information on Twitter ___Send email announcement to mailing list ___Promote event on EASD Home page ___Order supplies for school tour ___Analyze data from surveys


Strategy Guidelines: Welcome to Kindergarten backpacks Backpacks are distributed to students at kindergarten registration after their parent completes a survey. The survey is used to collect data about school readiness that will be shared with kindergarten teachers. Family Connection will compile this information and compare it to previous years. This information will be used to improve early childhood, transition, and kindergarten education initiatives. Supplies for the backpack are ordered in February. An assembly time is scheduled and staff and volunteers are recruited to help put the bags together. Each bag contains: ___Pencil and pencil case ___Crayons ___Safety scissors ___Handwriting paper to practice name writing ___Successful school start checklist ___Activity calendar ___Flash cards – letters, numbers, shapes, colors ___Bookmark ___Family Connection brochure ___Brochures from local community agencies These items were recommended by kindergarten teachers in the Easton Area School District. Additional items may be added if funds are available. A survey is included in each backpack to assess its helpfulness to parents. Due to financial constraints, we are not able to provide backpacks at all schools. They will be provided to schools with the highest economic needs according to available funds.


Strategy Guidelines: Kindergarten registration The Easton Area School District sends home information about kindergarten registration using the census list. This information is also posted in local newspapers. Registration is held between March and May. If a student does not register by the end of the scheduled times, they can register at the central registration office. Several dates are scheduled at each building. Parents are asked to call to make an appointment for their child. Two screenings take place during kindergarten registration: ___Medical screening is conducted by the school nurse ___Academic screening is conducted by kindergarten teachers The academic screening includes the following components: ___Letter identification (capital and lowercase) ___Name writing ___Picture naming ___Shape identification ___Color identification ___Number recognition ___Draw self-portrait ___Ability to use scissors


Strategy Guidelines: Project LEAP Transition visits Project LEAP is a transition initiative for local preschools organized by Spring Garden Children’s Center. Family Connection supports this initiative and serves as the liaison to the Easton Area School District. Family Connection staff contacts preschools and school principals to arrange visits in the spring of each year. School visits are an opportunity for students to become familiarized with what happens at school. Each preschool will visit one specific school; therefore, students may not necessarily visit the school that they will attend. Family Connection will share specific information about each school visit with principals, secretaries, kindergarten teachers, and preschools. The transition visits are meant to show students what a typical school day is like at school. Changes to usual classroom activities should not be made to accommodate the visitors. Visits are normally an hour and a half from 9:30 to 11:00 a.m. Suggested components of a transition visit may include: ___Story time ___Language arts ___Math ___Free play ___Learning centers ___Snack ___Specials


Strategy Guidelines: Kindergarten orientation Kindergarten orientation is held at all seven elementary schools within a week of the first day of school. Students are notified about the date and time of their orientation through a letter sent home by the school. This event is an opportunity for students and parents to become acquainted with school staff, the school environment, and school policies and procedures. The school principal and kindergarten teachers organize this event. Family Connection attends kindergarten orientations to provide assistance and support and to distribute information about community resources to parents. Components of kindergarten orientation include: ___Students and families are greeted at the door by an employee of the school and given a name tag with their teacher’s name ___Students and families meet their kindergarten teacher and visit the classroom ___Students practice riding on the school bus ___The principal speaks to parents to provide important information and updates about starting school ___Other school staff share pertinent information about starting school. This may include the nurse, guidance counselor, and secretary. Family Connection may also speak about the services they offer if time permits.


Strategy Guidelines: Pre-K summer programs When funding is available, the Easton Area School District will offer summer programs. These programs are developed at the discretion of each school principal along with a program coordinator. Results from kindergarten assessments are used to invite students into the program. Students who demonstrate the greatest academic need are invited first and additional slots are filled with the next tier as needed. The program is launched with an orientation for families and ends with a celebration. The coordinator develops the curriculum and lesson plans for the summer program. The goal is for children to be better prepared to start kindergarten by: ___understanding school rules, procedures, and expectations ___developing basic academic and social skills needed for school success ___minimizing anxiety related to starting school Breakfast and lunch may be served each day in the cafeteria. Transportation is provided for the program. The school nurse and security guard are on site throughout the program.


Implementation Calendar Spring

• Kindergarten registration • Distribute Welcome to Kindergarten backpacks • Project LEAP transition visits to elementary schools

Summer

• Kindergarten Kickoff Carnival • Pre-K programs at elementary schools • Kindergarten orientation • Preschools share information with elementary schools

Fall

• Schedule meetings with administrators and kindergarten and Pre-K teachers for the school year

Winter • Create Welcome to Kindergarten backpacks • Project LEAP transition visits to Easton Area Public Library • Letters about kindergarten registration mailed home


Evaluation How much did we do? Customer Variable/s Methodology Children # attendees at transition

visits Head count

Educators (pre-K and K) # attendees at transition plan meetings

Sign in sheets

Educators (pre-K and K) # attendees at event planning meetings

Sign in sheets

Children # attendees at carnival Sign in sheets Preschools # of transition visits Appointments made How well did we do it? Customer Variable/s Methodology Parents Satisfaction with carnival Survey Educators Satisfaction with, and

perceived impact of, initiative

Survey

Is anyone better off? Customer Variable/s Methodology Parents Change in ability to help

prepare as result of participation in carnival

Survey

Parents Change in ability to help prepare as result of receiving Kindergarten Welcome backpack

Survey

Children Change in literacy skill trends

DIBELS (aggregate)

Children Change in readiness trends

Survey (reported by parents at KG registration)

This evaluation framework is based on Results-Based Accountability.


Contact Information for Agencies in Plan Colonial IU Ann Rider, supervisor of special education/early intervention programs 6 Danforth Drive, Easton, PA 18045 (610) 252-5550 www.ciu20.org Easton Area Council PTA Check for updated contacts at www.eastonsd.org Easton Area School District Stephen Furst, director of teaching and learning Andria Buchman, director of special education 1801 Bushkill Drive, Easton, PA 18040 (610) 250-2400 www.eastonsd.org Family Connection of Easton, Inc. Anita M. Hunt, Kindergarten Connectiontm coordinator 723 Coal Street, Easton, PA 18042 (610) 250-2400 ext. 24324 www.eastonsd.org/fc Family YMCA of Easton, Phillipsburg, and Vicinity Brenda Pickard, child care outreach and marketing director 1225 Lafayette Street, Easton, PA 18042 (610) 258-6158 www.familyymca.org Project LEAP c/o Spring Garden Children’s Center Pat Hunter, executive director 401 W. Berwick Street, Suite 103 Easton, PA 18042 (610) 252-0559 www.springgardenchildrenscenter.com


Committee Members The following individuals contributed their time to reviewing and preparing this plan: Sue Artz Arndt’s Nursery School Hector Bonilla Paxinosa Elementary School Teresa Caswell Palmer Moravian Day School Pat Crowley Spring Garden Children’s Center Jessica R. Dreistadt Family Connection of Easton Amy Feidler Community Services for Children Gail Fragassi Palmer Moravian Day School Freda Fries Family Connection of Easton Steve Furst Easton Area School District Cindy George Palmer Moravian Day School Sandra Genzel Community Services for Children Megan Hartlaub Third Street Alliance Joanne Horton Arndt’s Nursery School Anita Hunt Family Connection of Easton Pat Hunter Spring Garden Children’s Center Denise Klabunde St. Andrew’s Nursery School Nancy Leary Northampton Community College Jo Lennertz St. Andrew’s Nursery School Dawn Lutz Olivet Wee Care Lucy Ann Mainzer Tracy Elementary School Kathy Margeson Palmer Moravian Day School Migdalia Motta Community Services for Children Nancy Nicholas Palmer Elementary School Regina Nickson United Way of the Greater Lehigh Valley April Niver ProJeCt of Easton Lydia Parry St. Andrew’s Nursery School Marianne Phifer Paxinosa Elementary School Brenda Pickard Family YMCA of Easton, Phillipsburg, and Vicinity Diane Reagle Pride & Joy Educational Daycare Jan Schwartz United Way of the Greater Lehigh Valley Cheryl Tuterice Family YMCA of Easton, Phillipsburg, and Vicinity Mary Widmer United Way of the Greater Lehigh Valley Jalila Williams Pride & Joy Educational Daycare Cathy Ziegenfuss Family Connection of Easton

kindergarten connection transition plan

Documents