Lewisburg Pre-K Counts Student Handbook

Pre-K Counts Grant Program

Welcome to the Lewisburg Area School District Pre-K Counts program! We are so glad your family is joining us. Pennsylvania Pre-K Counts is a free, high-quality prekindergarten program funded by the Commonwealth of Pennsylvania. It gives eligible three- and four-year-olds a strong start in school and beyond.

Our classroom of up to 18 children is located inside Kelly Elementary, right in the kindergarten wing. Children attend five days each week, ride district transportation, and join the school community for music, art, PE, library, assemblies, and lunch in the cafeteria. By the time they start kindergarten, Kelly already feels like home. A dedicated teacher and classroom aide guide each day using the HighScope curriculum, where children learn through hands-on play, a predictable routine, and choices they make with caring adult support. Pre-K students also learn Kelly’s school-wide D.A.S.H. expectations: Do Kind Things, Always Try Our Best, Stay Safe, and Hold Ourselves Responsible.

Families are our most important partners. We share news, progress, and resources through Seesaw, newsletters, phone calls, and conferences. We can also connect families with school counselors, Early Intervention, and community resources whenever a child or family needs extra support. This handbook explains how our program works, including enrollment, attendance, behavior support, and communication, so you know what to expect. Please reach out to your child’s teacher or the Kelly Elementary office with any questions. We look forward to a wonderful year of learning and growing together!

New to Our Program?

If you are visiting for the first time and interested in enrolling, please complete our online application: 2026-2027 Pre-K Counts Application

Registration for the 2026-27 school year is currently closed. Applications for the 2027-28 school year will open in March 2027, and the online application link will be posted here at that time.

If you have questions in the meantime, please contact Mr. Michael Jones, Director of Student Services at 570-522-3202.

Enrollment Plan

This plan outlines Lewisburg Area School District's process for recruiting, enrolling, and retaining eligible children in the Pennsylvania Pre-K Counts program, ensuring enrollment decisions are equitable, transparent, and responsive to community need.

Community Analysis

LASD reviews community-level data to identify children and families most in need of Pre-K Counts services within the district's service area. This data informs recruitment priorities and the prioritization worksheet used during enrollment.

Data sources reviewed include:

•       District residency and enrollment trends from the Registration Office

•       Data shared by the Early Learning Resource Center (ELRC)

•       Coordination with SUM Child Development to identify overlapping community    

      need and avoid service gaps

•       Historical waiting list data maintained by the program

•       Input gathered through Kelly Elementary and Central Office inquiries

Based on this information, LASD prioritizes families who are district residents, children turning four by the Kindergarten eligibility cutoff, siblings of previous Pre-K Counts students, and children with identified risk factors or Early Intervention needs.

Recruitment 

The Pre-K Counts program is included in all LASD program materials and promoted across various media platforms. Parents and community members can inquire about the program through the Assistant Superintendent's Office (LASD Central Office), Kelly Elementary Office, or District Registration Office.

During the initial conversation, staff provide a program overview, explaining income eligibility guidelines as a primary criterion. Parents are informed of additional prioritization factors, which are also included in the first mailing.

Screening & Eligibility

Eligible students are placed on a waiting list based on initial identification information. Parents are informed that this list is not a ranked queue but an initial collection of potential candidates. A spreadsheet is maintained with the child's name, birthdate, and date of request.

Parents are advised they must provide proof of income and are asked whether they are considering other Pre-K providers, including SUM Child Development, to prevent duplicate enrollments. Families are contacted again in early spring (late March-early April) to confirm their interest and eligibility before completing full registration.

Enrollment is prioritized based on:

•       District residency

•       Children aged 4 (eligible for Kindergarten by Sept. 1 of the following year)

•       Siblings of previous Pre-K Counts students

•       Risk factors shared by families

•       Early Intervention students, if applicable

•       Coordination with SUM Child Development for overlapping services and daycare needs

A prioritization worksheet is in use, developed in collaboration with the program's OCDEL Point of Contact. Recent revisions reflect the OCDEL Inclusion Announcement and Guidelines, and work is underway to develop a program philosophy document to enhance communication with parents and community stakeholders.

Timeline & Communication

In early March, LASD confirms the continued enrollment of returning students, determining how many slots will be available for new applicants. In March, the program calls all families on the waiting list to reconfirm interest and eligibility.

If families confirm participation and meet eligibility requirements, they receive an email containing:

•       Cover letter

•       Application forms

•       Risk factor assessment

•       Ethnicity questionnaire

•       Emergency and health forms (including immunization requirements)

•       Letter of agreement

•       Income guidelines and proof documentation explanation

•       District transportation forms

Follow-up phone calls continue through April to ensure all required documents are received. LASD typically enrolls just under the maximum of 18 students by late May, reserving 1-2 spots for late summer enrollments due to community transience.

Retention Plan

LASD supports consistent participation for enrolled Pre-K Counts families through ongoing communication and early identification of barriers to attendance.

Retention strategies include:

•       Monitoring attendance at Kelly Elementary and following up with families when concerns arise

•       Maintaining open communication between classroom staff and families following the Kindergarten Orientation/welcome event

•       Connecting families with district or community resources when attendance or engagement barriers are identified

•       Coordinating with SUM Child Development where families use overlapping child care and Pre-K services, to support continuity

Refilling Vacancies

LASD reserves 1-2 spots for late summer enrollments due to community transience, drawing from the waiting list maintained by the Registration Office. When a vacancy occurs during the program year, LASD follows a rapid response process to refill the seat and sustain enrollment at or above 90 percent.

•       The Registration Office reviews the prioritized waiting list to identify the next eligible child based on established prioritization factors (residency, age, sibling 

      status, risk factors, Early Intervention needs)

•       Families are contacted to confirm continued interest and current eligibility

•       If a family confirms interest and eligibility, enrollment paperwork is completed promptly to minimize lost instructional time

•       If a family declines or cannot be reached, the next eligible family on the prioritized list is contacted

•       Contact attempts and family responses are documented, and the waiting list is updated to reflect current status

Contact Information

Kelly Elementary School/Main Office  

570-522-3292

Health Suite

570-522-3287

School Counselor

570-522-3247

The main office is open from 8:00 a.m. until 4:00 p.m. daily.   

Attendance Procedures

Daily attendance is an integral part of academic success for every student at Kelly.  To foster learning and achievement we encourage daily attendance.  

You may report a child's absence in one of two ways: 

1. Send an email to klattendance@dragon.k12.pa.us.

2. Call the Kelly attendance line at 570-522-3335.

In the case of student absence from school, parents will receive an automated message at approximately 10:00 a.m. to notify them that their child is not in school.  Upon receiving the notification, a parent should email klattendance@dragon.k12.pa.us or call 570-522-3335 to confirm the absence. We encourage you to use this process, as it is a convenience to you and to our efforts to keep accurate attendance records.

An absence note can be emailed to klattendance@dragon.k12.pa.us or sent to school up to three days after the last day of the absence. After the third day following their absence, the day(s) of absence will be declared unexcused or illegal.  Students with more than ten days of absence will need to obtain a note from a medical professional in order for the absences to be excused.

Please call or email the office before 8:45 AM with homework requests due to absence.  Homework can be picked up after 3:00 PM in the office.

Email Addresses

To contact a staff member via e-mail, use the following address:

last name_first initial@dragon.k12.pa.us

For example: wetzel_e@dragon.k12.pa.us will reach the Principal, Mr. Wetzel.

Please DO NOT E-MAIL regarding attendance or transportation.

Please send a note, or call the office. 

Health Suite

First aid and medical care provided by the school nurse are primarily for illnesses or injuries that occur during the school day.  By law, the nurse may not diagnose, prescribe treatment, or administer medication without a doctor’s order.  The nurse also assists in programs for health maintenance and the prevention and control of disease.

Illness:  Please keep your child home if he or she has an elevated temperature of 100 degrees or above, is vomiting, is having diarrhea in the last 12 to 24 hours or has a contagious health condition.  If your child has a contagious health condition, please call the school nurse to make her aware of your child’s condition.  When excluded by the school nurse for a possible contagious condition, a physicians’ note is required for re-entry.

All medication, prescription and over-the-counter, must be brought to school BY THE PARENT OR GUARDIAN in the original container.  Medication in plastic bags, envelopes, or other unlabeled containers will NOT be accepted.  If your child needs to take another medication, please complete a medication authorization form.

All medication, prescription and over-the-counter, needs the prescribing physician’s complete order and signature. (This does not include medications stocked by the school district.)

Only a written request signed by the parent/guardian accompanied by a medication order from a licensed prescriber containing the following will be accepted:

• Date.

• Child’s name.

• Diagnosis.

• Name of the medication.

• Route and dosage of the medication.

• Required administration time and frequency.

• Termination date for administration of the medication.

• Listing of all other medication being taken at present, both prescription and nonprescription.

• Any restrictions on school activities.

• Any particular condition or circumstances relating to this patient that should cause the school nurse not to administer the medication.

• Any particular side effects relating to this patient that the school nurse and any school personnel should make special effort to inquire about or observe.

• Physician’s phone number.

• Physician’s signature.

The initial dosage of the medication shall have been administered either at the student’s home, the physician’s office, or the hospital, except in the case of an emergency. In the case of an emergency, the initial dosage may be administered in school. Initial dosage refers to the first dosage administered from the prescription.

A fax copy will be accepted when faxed directly from the prescribing physician’s office.  Our fax number is 570-522-3296.

The School Day

Office Hours:  8:00 AM – 4:00 PM

Students May Enter Building:  8:20 AM

School Day:  8:45 AM - 3:30 PM

Student Code of Conduct

School Wide Behavioral Expectations

Behavioral expectations at Kelly Elementary center around four basic principles that tell us “What do dragons do?   They D.A.S.H!”

D - Do Kind Things

A - Always Try Our Best

S - Stay Safe

H - Hold Ourselves Responsible

Teacher Managed Behaviors

Teachers will generally manage lower level behaviors such as:

• work refusal

• frequently out of seat

• distracting/interrupting others

• not following bathroom/cafeteria expectations

• unsafe/rough play

• and other minor offenses

Office Managed Behaviors

These behaviors tend to be more serious and require administrative involvement (such as):

• fighting/physical aggression 

• property damage

• major class disruption

• profanity

• stealing

• bullying/harassment

Playground Rules

1. Follow directions the first time they are given.

2. Go to and from the playground in a quiet, orderly, and prompt manner.

• Always walk in halls, through doors, and on playground walkway.

• When in line: remain quiet, face the front of the line, and keep hands and feet to yourself.

3. Use equipment and playground properly.

• No running or tag games within mulched area or on the equipment.

• Only go up on ladders.

• Only down on slides.

• Go around games in progress.

• Keep off the fence.

• Walk only on steps to field.

• No climbing or sitting on the handrail of steps.

• Field is for organized games or jogging.

4. Use positive words to address others and resolve conflict.

5. Keep hands, feet, and objects to yourself.  Rough play, such as tackling, grabbing, wrestling, kicking, hitting, or pushing another person will not be permitted.

6. Once outdoors remain outdoors.

• Students need permission from adults to go inside, if needed.

• Play away from windows, doorways or walkways.

7. Dress for the weather.

• Boots must be worn to go in snow.

• Snow pants must be worn to slide down hills.  (If not dressed properly students must remain on cleared areas.)

• Sneakers are recommended (safest footwear option).

The consequences for breaking recess rules are:

1. First offense – Warning/Re-teaching

2. Second offense - Time-out from recess.

3. Third offense – Written notice to classroom teacher, parent is notified and a consequence will follow such as:

• missing recess

• restricted play to a specified area

• others that may be determined by classroom teacher and recess staff.

If the behavior is severe, a student may be sent to the principal.

Student Clothing

Our school recognizes that individual student’s attire is a choice of personal style and individual preference.  However, we strongly encourage families to consider the health, safety, and educational programs of students when selecting appropriate clothing for school.  Student clothing or attire:

• should be safe for the child or others;

• should be appropriate for weather conditions and/or season;

• should promote a safe learning environment that is free from disruption.

While School Board Policy #225 does not specify the acceptable types of shoes at school, children should wear comfortable shoes that can be used on playground equipment and in gym classes.  The shoes should have an ankle strap and no platform.  Flip flops, slides, and clogs are strongly discouraged for safety reasons.  Shoes need to be safe for wear on mulch, gravel, uneven field surfaces, and gym and playground equipment. Your child may not be permitted to play on the playground equipment without proper shoes.   Sneakers are best if it is at all possible for your children to wear them.  No shoes with inserted wheels are permitted.

Cafeteria Information

The lunch program makes available a school lunch for students, or students can bring their own lunch from home.  Parents may occasionally dine with their child if prior arrangements are made with the principal’s office.

Prices

Breakfast (Free)

Lunch ($3.85)

Students have an account in the point of sale system in the cafeteria, and their account number is their six-digit student ID number. Parents can add money to their student’s account by sending cash or a check to school made out to “LASD Cafeteria”, or online through the www.ezschoolpay.com website. There is a transaction fee for online payments. Parents can use EZ School Pay to add funds, track purchases, and set low balance reminders for their student’s account.

Parents who believe their students should receive free or reduced price meals must apply each year online at www.ezmealapp.com to obtain free or reduced price meals.

If a student is in debt, they may not charge any a la carte items to their account, such as an extra milk or a snack. Parents should make a payment as soon as possible if their student owes money to their lunch account. Parents are encouraged to read school board policy #808 regarding lunch account debt, and make timely payments to keep their student’s lunch account balance positive. If a student has a low balance or owes money, reminders will be sent by email, postal mail, and or telephone calls.

Lunch menus can be found online at www.lasd.us, clicking the “Menu” button, and then clicking the “Menus” heading.

Transportation Information

Bus routes and schedules are provided to all families whose students ride the district buses.  Safe school transportation is considered an integral part of the total educational program.  Riding a school bus is a PRIVILEGE contingent upon proper and courteous conduct.  We recognize that safe school bus operation is only possible with the full cooperation of our parents, students and school staff.  Students must get on and off the bus at their assigned stop.  If for child-care or emergency reasons, a child needs to get on or off at another stop or ride another bus, the school must be provided with a written notice from the parent/guardian.  This notice must be approved by the administration.

All students who ride a bus are required to go home on their assigned bus.  If a student is leaving school in any other manner than normally assigned, please send an explanatory note with your child to present to the homeroom teacher who will forward this note to the main office.  Please DO NOT E-MAIL as we may not receive the information.  IF you must make changes in transportation after the school day has begun, please call the office (570-522-3292) by 2:45pm.

If a student will be riding a bus other than his/her assigned bus to a child-care provider, and Alternative Transportation Form must be completed and approved by the Business Office.  These forms are available on the school district website under the Transportation Department section.

The school district uses cameras at certain areas of the building for security purposes. The buses also have video cameras with audio capabilities placed on them. The actions recorded by these devices may be used in disciplinary procedures (Policy #810).

Bus Conduct Rules

Students who ride the bus are expected to:

• Stay in their seats while the bus is in motion

• Speak in low voices, using NO profanity

• Refrain from throwing objects

• Keep head, arms and hands inside the bus

• Keep hands and feet to themselves

• Cooperate with the bus driver

• Act in a respectful manner

• Not eat or drink on the bus

Lack of self-control in following the bus riding procedures may result in a discipline report being filled by the bus driver with the principal.  Consequences for bus disciplinary referrals may include conference with the principal, reteaching expected behavior, loss of school privilege, parent contact, loss of bus privilege, or other corrective action. 

Alternative Bus Transportation

The school board has established special busing arrangements to alternative caretakers for children with working parents.  Alternative-transportation forms, available on the school district website under the Transportation Department, must be submitted prior to the day you would like the alternative transportation to begin.  Please refer to Policy 810: Transportation for specific procedures related to student transportation.

If you are requesting that your child ride a different bus, or that he or she ride the same bus but get off at a different bus stop for one day, the office must have a note from the parent stating the following:

• child’s name

• teacher’s name

• dated

• bus number child is to ride and the exact stop at which child is to get off

Leaving a phone message does not guarantee that alternative transportation is in place.

Attendance Plan

Pre-K is where children build the routines, social skills, and early learning that prepare them for kindergarten. Much of this learning happens through daily routines and play with classmates, so every day counts. Children who attend regularly get the full benefit of the program and have an easier start to kindergarten.

Attendance Expectations

Pre-K Counts is a five-day-per-week program. When you enroll your child, you sign a Letter of Agreement that includes a commitment to have your child attend every day school is in session. A copy of the signed agreement is kept in your child’s file.

Arriving on time matters too. The district provides transportation, and because Pre-K is a half-day program, a late arrival means your child misses a large part of the day, including morning routines that help children feel settled and ready to learn.

When Your Child Is Absent

We understand that young children get sick often. Please keep your child home when they are ill, and let us know. If your child will be absent or late, please contact the Kelly Elementary office or your child’s teacher before the start of the school day. It is also helpful to share the reason for the absence and when you expect your child to return.

If something is making it hard for your child to attend, such as transportation, a schedule change, or your child not wanting to come to school, please talk with the teacher. We want to help and can often connect families with school or community resources.

How We Monitor Attendance

Attendance is taken every day and recorded by the classroom teacher. The teacher and classroom aide watch for patterns of absences or late arrivals so we can reach out early and offer support.

Steps We Take When Absences or Late Arrivals Become a Concern

Step 1: Teacher Contact

The teacher contacts you, usually by phone, to check in, learn about any illness or circumstances affecting attendance, and talk about the importance of coming to school every day. If needed, the teacher may invite you to a meeting to talk through concerns and make a plan together.

Step 2: Program Contact

If absences or late arrivals continue, the teacher shares the concern with the Principal, who serves as the program contact. The Assistant Superintendent will reach out by phone or letter to discuss the concern and next steps. At this point, families are reminded that regular attendance is a requirement of the program and that other children are on a waiting list for a seat.

Step 3: Removal from the Program

If attendance does not improve after these steps, the district may remove the child from the program as a final step. The seat would then be offered to the next child on the waiting list. Our goal is always to help families succeed so that this step is not needed.

Family Engagement Plan

In alignment with LASD Policy #908 and the Pennsylvania Family Engagement Birth through College, Career, Community Ready Framework, the Lewisburg Area School District (LASD) Pre-K Counts Program at Kelly Elementary partners with families to build a strong foundation for early learning. We believe families are their child's first and most important teachers, and that education is a shared effort among families, school staff, and the community. This plan is reviewed each year with family input to make sure it meets the changing needs of our children and families.

How families receive this plan

This plan is part of the Pre-K Counts Handbook, along with our Attendance Plan, Plan to Reduce Suspension and Expulsion, and Transition Plan.

• Online: The handbook is posted on the Lewisburg Area School District Handbooks site, and a QR code to it is on our Pre-K Counts flyer and registration materials.

• In print: Families without reliable internet or smartphone access can get printed copies at no cost from the District Registration Office or the Kelly Elementary office.

• Acknowledgment: Every family signs a Handbook and Plans Acknowledgment Form confirming they received and reviewed these plans. Forms are collected at enrollment and kept in the child's registration record.

Standard 1: Connecting families to community resources

We help families find support for their own interests, goals, and needs.

• During intake and throughout the year, staff ask families about their needs and goals and connect them with resources.

• The district social worker and elementary counselors link families to community mental health and family support services.

• We share information about our partners, including SUM Child Development (Head Start), the Early Learning Resource Center (ELRC), CSIU Early Intervention, the Lewisburg Children's Museum, and the public library.

• We help families with before- and after-school care options and district transportation.

Standard 2: Strengths-based, respectful partnerships

We build relationships with families that are authentic, two-way, and respectful of each family's culture, language, and strengths.

• Relationships start before the first day, with an intake conversation, a personal welcome letter from the teacher, and orientation each August.

• Teachers share good news regularly, not only concerns, through the daily folder, classroom newsletters, phone calls, and email.

• Families receive timely responses to questions and concerns. Staff keep an open-door approach.

• Interpretation and translated materials are available for families whose home language is not English.

• Meetings are scheduled at times that work for families whenever possible.

Standard 3: Supporting families as their child's teachers, models, encouragers, monitors, and advocates

We give families the information and strategies they need to support their child's learning and development.

• Program information: Pre-K Counts guidelines, requirements, eligibility, parent rights, staff qualifications, and program performance.

• Curriculum and standards: Pennsylvania's Early Learning Standards, our HighScope curriculum, and the school-wide D.A.S.H. expectations, explained at orientation and through newsletters.

• Child progress: Work Sampling System observations and quarterly progress reports, discussed at parent-teacher conferences.

• Goal planning: Families and teachers set goals for each child together at conferences and through feedback forms.

• Learning at home: Suggested activities and tips, including using the same D.A.S.H. and feelings language at home and school.

• Advocating for their child: Families learn how to ask questions, request meetings, and take part in Early Intervention and behavior support planning.

Standard 4: Opportunities for families to connect with each other

We create intentional opportunities for families to get to know one another.

• Parent/Student Orientation each August and the Pre-K Counts Open House

• Family events and classroom celebrations during the year

• The spring kindergarten meeting sponsored by the Green Dragon Foundation and the kindergarten family picnic

• Participation in the Lewisburg Area School District Elementary PSA

• Classroom visits and volunteer opportunities

Standard 5: Supporting family leadership and advocacy

We support families as they build leadership and advocacy skills and give them a voice in the program.

• Families complete an annual Parent Survey, and the results are used for program planning and to update this plan.

• Families are invited to give input on program decisions, including reviewing this plan each year.

• We encourage families to take leadership roles in the Elementary PSA and in school events.

• Families are informed of their rights under Pre-K Counts and, when it applies, Early Intervention and special education.

Standard 6: Partnering with families during transitions

We work with families at each transition: entering Pre-K Counts, returning for a second year, and moving on to kindergarten. Details are in our Transition Plan, which includes:

• Orientation, classroom visits, and welcome letters before the year begins

• Kindergarten classroom visits, kindergarten registration and screening, and summer kindergarten orientation

• Coordinated Early Intervention transition meetings with CSIU and the LASD Director of Special Education

Preventive Measures to Reduce Suspension/Expulsion

Our work is guided by three objectives:

1. Fostering Positive Climates and Prevention Strategies: Creating a supportive learning environment that prioritizes proactive measures.

2. Establishing Clear and Consistent Expectations: Teaching appropriate behavior and responding to challenging behavior in a consistent, predictable way.

3. Promoting Fairness, Equity, and Continuous Improvement: Ensuring all students receive equitable support and opportunities for growth.

How Positive Behavior Is Taught in Pre-K

Our Pre-K Counts classroom uses the HighScope curriculum. In HighScope, children learn through hands-on activities, a predictable daily routine, and choices they make with adult support. Each day follows a plan-do-review sequence: children plan what they will do, carry out their plan, and then talk about what happened. This routine builds independence, focus, and self-control.

HighScope also treats conflict as a chance to teach rather than punish. When a problem comes up, the teacher would follow six steps:

1. Approach calmly and stop any hurtful actions.

2. Acknowledge the children's feelings.

3. Gather information.

4. Restate the problem.

5. Ask the children for ideas and choose a solution together.

6. Give follow-up support as needed.

Over time, children learn to use these steps on their own.

Pre-K students are also part of Kelly Elementary’s school-wide Positive Behavioral Interventions and Supports (PBIS) program and learn the D.A.S.H. expectations:

• Do Kind Things

• Always Try Our Best

• Stay Safe

• Hold Ourselves Responsible

Teachers explain what each expectation looks and sounds like in the classroom, hallway, cafeteria, and playground. Expectations are taught at the start of the year, retaught in January, and reinforced every day through reminders, modeling, and praise. 

How families can help at home: Ask your child about D.A.S.H. and what it means to “Do Kind Things” or “Stay Safe.” Name feelings together (“You look frustrated”). Praise your child when you notice them trying hard or being kind. Using the same language at home and school helps children learn faster.

Classroom Supports and Staff Training

The Pre-K classroom has a quiet corner where children can go to calm down and regain focus with adult support. A de-escalation space near the Pre-K classroom is also available when a child needs time away from the group.

To support this work:

• Staff have received training in classroom management, de-escalation, and trauma-informed practices.

• Ongoing professional development and consultation with Intermediate Unit specialists reinforce these practices.

Communicating with Families

Families are our partners. Teachers share good news regularly, not only concerns, so that families hear about their child’s progress and successes throughout the year. When a child shows challenging behavior, we follow this protocol:

1. Teacher contact. The classroom teacher contacts the family through the classroom app, a phone call, or a written note on the same day. The teacher shares what happened, how it was handled, and what the child is working on.

2. Follow-up conversation. If the behavior continues over several days, the teacher calls the family to talk about what is happening at school and at home and to agree on strategies to use in both places.

3. Family meeting. If challenging behavior continues after classroom strategies have been tried, the family is invited to a meeting with the teacher, principal, school counselor, and Board Certified Behavior Analyst to create a plan together.

4. Ongoing updates. Once a plan is in place, the teacher keeps the family informed of progress on a regular basis.

Steps Taken Before Any Suspension or Expulsion

The following steps are taken, in order, and documented before suspension or expulsion would ever be considered. Families are included at every step.

Step 1: Classroom Strategies

The teacher reteaches D.A.S.H. expectations, uses the conflict resolution steps, offers the quiet corner, adjusts routines or seating as needed, and increases positive recognition. The teacher records when and where the behavior happens and what seems to trigger it.

Step 2: Family Partnership

The teacher contacts the family following the communication protocol above so home and school can work together.

Step 3: School Counselor and Social Worker Support

One of our two elementary school counselors observes the child and provides direct support, such as small group or individual lessons on feelings and self-regulation. The district social worker can connect families with community mental health resources when appropriate.

Step 4: Behavior Analyst and Behavior Plan

The district’s Board Certified Behavior Analyst (BCBA) observes the child and completes a functional behavior assessment to understand why the behavior is happening. The BCBA, teacher, counselor, and family then develop a written behavior plan with specific strategies, supports, and goals. The plan is reviewed regularly and adjusted as needed.

Step 5: Additional Evaluation and Outside Supports

If the child continues to struggle, the team, with parent consent, may request an Early Intervention evaluation through the Central Susquehanna Intermediate Unit and seek additional consultation from Intermediate Unit specialists.

Step 6: Last Resort

Only after all the steps above have been tried, and only when the safety of the child or others cannot be maintained, would the team meet with the family to consider removal from the program. The decision would be made by the principal in consultation with the Superintendent, documented in writing, and shared with the family. If a different setting would better meet the child’s needs, the district will help the family with that transition, including coordination with Early Intervention and local early learning providers such as SUM Child Development.

Continuous Improvement
Our Pre-K Counts program helps children build self-regulation and social-emotional skills. With clear expectations, consistent routines, and close communication with families, we work to prevent challenging behavior before it starts and to respond with support when it does. The district reviews behavior data and this plan each year to make improvements.

Transition

Transition into Pre-K Counts

Our goal is for every child and family to feel known and welcome before the first day.

• Information for the teacher in advance: Before the year begins, the teacher and aide receive the class roster along with Early Intervention or other support services, risk factors identified during application and interview, and anything a parent wants to share about their child. This lets staff personalize the first days.

• Welcome letter: The teacher sends a personalized letter to each new and returning child before school starts.

• Orientation and classroom visit day: Families visit the classroom, meet the teacher and aide, and learn the schedule, transportation, and lunch service. We also share the Early Learning Standards, the D.A.S.H. classroom expectations, attendance expectations, and our play-centered HighScope approach.

• Ongoing communication: Parent newsletters begin early in the year and continue throughout. A daily folder travels home with a short summary of the day's and week's activities. Staff keep an open-door approach to family questions and concerns.

• Coming from another setting: With a parent's written permission, the teacher contacts the child's previous child care, Head Start (SUM Child Development), or Early Intervention provider.

• Returning for a second year: Children moving from age 3 to age 4 receive a personalized summer letter, an invitation to the welcome-back event, and another chance for families to visit the classroom.

• Mid-year enrollees: Children who join after the start of the year receive the same information sharing, welcome, and classroom visit.

Transitions during the day and year

Throughout the year, which follows the district calendar, children grow into confident learners in the wider school.

• Part of the school community: Children eat lunch in the Kelly cafeteria at the same time as some kindergarten classes, play on the primary playground alongside other children, and welcome visits from the school librarian. They also have gym, art, and music classes throughout the week.

• Daily routine: The classroom follows the HighScope plan-do-review sequence with a posted visual schedule. Children ease in through structured, play-based acclimation activities. Teachers give warnings before changes, and use songs, timers, and picture cues to move between activities.

• School-wide expectations: Children practice the PBIS D.A.S.H. expectations in the hallways, cafeteria, playground, and bus.

• Individual support: Children who find transitions hard get supports such as a picture schedule or extra adult help, planned with the family.

Transition to kindergarten

As a small district, we know our children by name, strengths, and needs, and we use that knowledge to plan each child's move to full-day kindergarten at Kelly.

• Winter to spring: Work Sampling System assessment data gives early indicators that are shared with the counselor and principal as they build kindergarten class lists.

• Spring: Pre-K children visit kindergarten classrooms in the building and talk about what they will do in kindergarten.

• Spring: Kindergarten registration in the Kelly library, with readiness, hearing, and vision screening and transportation information. Pre-K staff help at the event, and records of referrals and EI or support services are shared appropriately.

• Spring: Parent meeting sponsored by the Green Dragon Foundation, where the principal presents “A Day in Kindergarten.”

• Summer: Kindergarten orientation, a personal letter from the new kindergarten teacher, and a family picnic in the local park.

Children going to kindergarten outside LASD get the same family support, and with a parent's permission we send records to the receiving school. We also coordinate with SUM Child Development under our MOU on kindergarten registration and orientation for children in the community.

Children with IEPs and Early Intervention

Children receiving Early Intervention services through the CSIU get coordinated transition planning so services continue without a gap.

• The Pre-K teacher takes part in the child's transition meeting with the family and CSIU Early Intervention staff.

• For children entering LASD kindergarten, the LASD Director of Special Education joins transition planning in the spring before kindergarten so school-age supports are ready on the first day.

• Families are given clear information about their rights and the steps in moving from Early Intervention to school-age services.

Volunteers

There are many opportunities to volunteer at Kelly including Kid Writing, chaperoning field trips, book fairs, and many other PSA activities.  A volunteer is any individual that has direct contact with children and has the possibility of care, supervision, guidance, or control of children or routine. A visitor is any individual that has limited contact with children and is always under direct supervision of a staff member.

All volunteers are required to have the appropriate clearances on file with the district office.  Please refer to the volunteer handbook for complete details (available at the Kelly office or at www.lasd.us)

The Elementary PSA realizes that paying for volunteer clearances may be a financial hardship for some.  The cost of these clearances will be reimbursed by the PSA if your family qualifies for a free or reduced lunch under the National School Lunch Program and, within one school year, you volunteer for a minimum of five hours or at three events that require clearances. 

To apply for reimbursement, please send the following to your building principal:

• Copies of the receipts from your clearances (PA State Police Criminal Record Check, PA Child Abuse History Clearance and FBI Criminal Background Check)

• A completed PSA reimbursement form, including the record of your volunteer hours

Documentation for reimbursement can be sent throughout the school year, but should be sent in no later than the last Friday in May.  Upon approval, a check will be mailed to your residence.  All information regarding your request will be kept confidential.  If you have difficulty meeting these reimbursement requirements, please contact the building principal.

Classroom volunteers work under the discretion of teachers.  They may also offer special skills, as needed, to enrich the classroom or school program.  The utilization of the volunteer program by teachers is vital for improving the quality of education both in our schools and in our community.

The school volunteers provide the following kinds of services:

1. General help to relieve the classroom teacher or other school personnel of non-professional chores.

2. Provide special help to an individual child or to a small group of children.

3. Enrich the school curriculum in areas requiring special talents, skills or abilities.

4. Provide resource speakers for classrooms.

Volunteers MUST report to the office upon entering the building and wear a visitor badge throughout their visit at the school.