Tiger Cub Supplement

Any time it is necessary to change the regular transportation schedule for an individual student, families must contact the Tiger Cub Preschool office. A child may not communicate needed changes. Last minute changes of plans are difficult and must occur at least 30 minutes prior to dismissal so that a message can be given to the child’s teacher.

All families or caregivers bringing a preschool child to school are required to escort their child to their classroom. Preschool students arriving at school on a district school bus will be met by preschool staff and escorted to the classroom.

Tiger Cub Preschool makes a special effort to ensure that all students fully benefit from their education by attending school regularly. Regular attendance helps children feel better about school - and themselves. Start building this habit in preschool so that your student learns that going to school on-time, everyday, is important. Consistent attendance helps children do well in all levels of schooling and in their future careers.

DID YOU KNOW

• Starting in Kindergarten, too many absences (excused or unexcused) can cause children to fall behind in school.
• Missing 10 percent (or about 13 days) increases the chance that your student will not read or master math at the same level as their peers.
• Students can still fall behind if they miss just a day or two every few weeks.
• Being late to school may lead to poor attendance.
• By being present at school, your child learns valuable social skills and has the opportunity to develop meaningful relationships with other students and school staff.

ATTENDANCE RULES AND PROCEDURES

• Parents / guardians must call Tiger Cub Preschool (509) 754-7547 to report why their child will be late or absent on the day of the occurrence. 
• If a child is absent from school, and a parent / guardian has not called, the students will be marked with an unexcused absence. NOTE: We will make an effort to find out why your child was absent before marking their absence as unexcused. After several unexcused absences, your child will be at risk of being withdrawn from our program.
• If you need to take an extended leave of absence from our preschool program, please contact our Family Support Specialist ahead of time.

Tiger Cub Preschool takes attendance very seriously. Our Family Support Specialist will call if your child has two or more consecutive absences.

If your child has more than five unexcused absences that occur in 20 consecutive days, or if they miss half of the school days in a month, their preschool slot may be considered vacant and they may be dropped from the program. We will make every effort to work with your family to help your child maintain regular attendance.

Note: It is important that parents / guardians have their child in class, on-time. Learning starts from the beginning of class time. Please note your child’s preschool session start time and make plans to have your student in class on time.

LATE TO SCHOOL PROCEDURE
When arriving at school after the scheduled start of class, parents / guardians are required to check in at the office. Office staff will ask you to record the time the student arrived on campus. Parents / guardians and staff will escort the child to the classroom. 

Safety of our students is our highest priority. Parents / guardians, family members or friends are not allowed to take their student to the classroom without checking in at the office. We appreciate your cooperation.

Tiger Cub Policies and Procedures

Every child must be able to take part in everything done in class. To ensure that we maintain a safe and healthy environment, any food must be purchased by Tiger Cub Preschool and prepared as a cooking experience in the classroom. If you would like to participate in a cooking experience, please give a two week notice so we can help prepare for the event.

No store-bought cards or gifts may be given at Tiger Cub Preschool. Check with your child’s teacher to volunteer to help make cards in the classroom.

We ask that birthday party invitations not be distributed at school, unless you are inviting the entire class.
 

All employees of Tiger Cub Preschool are mandated reporters and required by law to report all known or suspected cases of child abuse and neglect to Child Protective Services (CPS).

Tiger Cub Preschool Policies

Child Find is a federal program that helps determine if your child has a disability and assists in  providing appropriate services.

Parents who believe their child (birth to 21 years) may have a disability or have concerns about their child's development should contact our Child Find program. Children can be screened to determine if an evaluation is necessary to identify if they have a disability or developmental delay and if they are eligible for special education services. Referrals are accepted from sources within or outside the school district. This service is provided free of charge. Call (509) 754-3538 to make an appointment.

AGES 0 to 3
Developmental screening for children ages Birth to 3 is scheduled by contacting:
Janelle Bersch
Early Childhood Coordinator, NCESD
430 Olds Station Road
Wenatchee, WA  98801
phone: (509) 664-3781 | fax: (509) 662-9027
If a delay is suspected, an evaluation will be recommended to determine a child’s need and eligibility for early intervention services provided by the North Central Educational Services District (NCESD).

AGES 3 to 5
Preschool Child Find is a service with the primary focus of locating and identifying children ages 3-5 who may be delayed in their development. 

Anyone may refer a child for a developmental screening by calling:
Ephrata School District Special Services Office (509) 754-3538

AGES 5 to 21
Referrals are accepted from sources within or outside the school district. Ephrata School District professionals screen all referrals to determine whether evaluation is appropriate.
 
Anyone may refer a child for special education eligibility. If your child attends a school in the Ephrata School District, please start this process by contacting your child’s school directly. All referrals for special education eligibility must be submitted in writing.

Tiger Cub Preschool offers a variety of experiences for your child. The activities may be messy and will include: paint, glue, markers, chalk and playing outdoors. Please dress your child in clothes that you or your child does not mind possibly getting dirty. Children’s footwear should allow them to run and climb on our playground equipment safely. Please do not send children to school in flip-flops as these do not provide enough stability on the climbing equipment or trikes. Sandals with secure straps across the foot and behind the heel are acceptable. View our complete dress code. 

During the year, teachers and our Family Support Specialist will provide you information regarding preschool conferences. These meetings are a relaxing way to learn about Tiger Cub Preschool, community resources, future events and activities for parents. They provide a way for us to work together to develop individual learning plans for your child.  

Conferences are times for you to ask questions about your child’s development, school progress and screening / health needs. Teachers and our Family Support Specialist have ideas for you to try at home to help your child do well in school. You can also ask us to help you find resources to assist your family’s needs.

The records of all children in Tiger Cub Preschool are confidential. Information is not shared or released unless a parent / guardian provides a signed permission slip authorizing the release of information.

Records are kept in locked cabinets or file storage areas. All parents / guardians have the right to review their child’s file with a written request. Tiger Cub Preschool keeps student records for five years after the child leaves our program. They are then destroyed.

Preschool teachers will post a schedule of the daily routine for each classroom in a place for all parents / guardians to see. The daily routine is predictable, but flexible and responsive to meet the needs of the children.

Ample time is provided for unrushed activities and transitions, with periods of quiet and activity. Children will have a large block of free time, at least 45 minutes each day, during which they can initiate their own activities and engage in play-based learning.

Staff interact with children during this time to support decision making, problem solving and higher order thinking. Children also participate in whole group and small group, teacher-led activities planned to enrich their learning with discussion, interaction and concept development.

At dismissal, please go directly to the school playground to pick-up your child. Children will be checked out by their teachers. 

Families and caregivers of children who are not riding the bus must pick up their child no more than five minutes after the end of class.

NOTE: For late drop off or early pick up, you must sign your child in / out in the Tiger Cub Preschool office.

Through the ECEAP program and DYCF, Tiger Cub Preschool participates in Early Achievers, a state-wide quality rating and improvement system. Our program is monitored every three years and receives a rating from 1-5 based on a number of criteria.

This policy ensures that family and community concerns or complaints are addressed in a prompt, equitable, and respectful manner. The goal is to strengthen the quality of services and responsiveness within DCYF ECEAP programs. Through this process, DCYF ECEAP aims to use feedback for continuous improvement while resolving issues at the contractor level whenever possible.

Policy Guidelines:

1. Written Policy and Procedure Requirement:
   Contractors must ensure that all B-5 ECEAP providers develop a written policy and procedure for addressing family and community complaints.
    
2. Accessibility of the Policy:
   The complaint policy must be readily accessible to families, staff, and volunteers. It must be included in both the program/family handbook and available on the website. The policy must be:
   (a) Translated: The policy must be available in the families’ home language, or interpreter services must be provided to ensure meaningful access and culturally responsive practices.
   (b) Clear and Easy-to-Understand: The policy should be presented in simplified language and may include illustrations, diagrams, or images to aid understanding.
    
3. Policy and Procedure Content: The complaint procedure must include the following components:
   (a) Submission Process: Clearly explain how families or community members can submit a complaint.
   (b) Response Timeline: Outline the timeline for the organization’s response to the complaint.
   (c) Resolution Steps: Describe the steps the organization will take to resolve the complaint.
   (d) Organizational Response: Detail how the organization will respond to the complaint. 
   (e) Exceeding Timelines or Unresolved Complaints: Provide instructions on what to do if the timelines are exceeded or the complaint remains unresolved.
   (f) Contractor-Level Escalation: Identify the appropriate contact person at the contractor level if the complaint is unresolved at the site level.
   (g) State-Level Contact: Provide guidance on how families or community members can contact the state ECEAP office via the ECEAP inbox if the complaint remains unresolved at the contractor level.
   (h) Confidentiality: Specify how confidentiality will be respected and maintained throughout the complaint process.
   (i) Annual Review: The policy must undergo an annual review by the Policy Council to ensure it remains current and effective.
    
4. Documentation of Complaints: Contractors and B-5 ECEAP providers must document all complaints, including the resolution of any substantiated complaints.
    
5. Escalation to DCYF ECEAP: If a complaint cannot be resolved at the contractor level, the contractor must notify DCYF ECEAP for further assistance.
    
6. Complaints Made to DCYF ECEAP: If a family or community member submits a complaint directly to DCYF ECEAP, the ECEAP Administrator will collaborate with the ECEAP Director to gather more information and determine the next steps. The goal is to resolve the complaint at the contractor level whenever possible.
    
7. Non-Retaliation and Service Continuity: At no time will a complaint compromise a family’s ability to access services or negatively impact staff-child or staff-family interactions.

This policy ensures that concerns and complaints are handled in a manner that promotes accountability, improvement, and positive engagement between families, communities, and DCYF ECEAP providers.

The following Ephrata School District Policy, Procedure and Form may be helpful:

Policy 3207 Prohibition of Harassment, Intimidation and Bullying Procedure

3207 Procedure Prohibition of Harassment, Intimidation and Bullying

Reporting Form English

Reporting form Spanish

PAO-33: Family and Community Concerns and Complaints Policy (Spanish)

PAO-33: Family and Community Concerns and Complaints Policy (Russian)

We may have opportunities to take children on walking field trips during the year. These field trips allow the children additional learning opportunities outside of the classroom. Parents will be notified prior to each field trip. A permission slip will be sent home for signature before each trip. Signed and returned permission slips are necessary for children to participate in the field trip. If a permission slip is not returned to the classroom before the field trip, the child will not be allowed to attend. Siblings are not allowed on field trips.

Parents who would like to accompany their child on a field trip must be approved as described in the “Volunteers in the Classroom” section.

At Tiger Cub Preschool, we strive to strengthen our relationships with children and their family. Child development research shows that early experiences, including relationships with family, caregivers, teachers and peers build the foundation for strong mental health.

These early experiences shape the developing brain and are the foundation for all aspects of brain development. This can include the ability to form friendships, the ability to cope with adversity, academic success, work and life within the community. Disruptions in this process can create lifelong struggles in these areas, impairing the child’s capacity for building relationships and academic learning.

Our understanding of how emotional well-being can be strengthened or disrupted in early childhood can help us create the kind of environments and experiences that foster improved mental health and well-being. Tiger Cub Preschool takes a whole child approach, working to foster each child’s individual uniqueness while fostering social, emotional, physical and cognitive growth.

We encourage families to stay up-to-date with well child visits to monitor your child’s growth and development. Most families are in regular communication with their family’s general practitioner or pediatrician, but at times, families may need additional support or services. Here is a list of resources available to families in our area:

HEALTH REQUIREMENTS FOR ENTRY INTO TIGER CUB PRESCHOOL
While the Ephrata School District and Tiger Cub Preschool recommend yearly well-child exams for every student and dental check-ups every six months, the following are requirements from the Department of Children, Youth & Families for participant in the Tiger Cub ECEAP Preschool:

• DENTAL SCREENINGS - When entering the program, children who have not had a dental exam within the last six months are required to receive an exam or screening by a dental hygienist within 90-days of their first day in the classroom. A signed verification from your provider is required.
   
• MEDICAL EXAMINATIONS - Upon entry, children that have not had a well-child exam within the last 12 months are required to receive one within 90-days of their first day in the classroom. The exam must meet standards set by the Washington State Early & Periodic Screening, Diagnostic and Treatment (EPSDT) Program. A signed verification from your provider is required.

NOTE: After obtaining written consent from a parent / guardian at enrollment, all preschool children receive health screenings within 90 calendar days of their first day in the classroom. Health screenings may include: vision and hearing, height and weight and developmental needs. These screenings are documented in each child’s file and reported to families at the child’s first parent-teacher conference. Parents / guardians are contacted if there is a health or developmental concern. Appropriate referrals may be made, based on screening results, and outcomes are recorded.

• FAMILY SUPPORT STAFF MEETINGS - During the school year, families must schedule a minimum of three meetings with our Family Support staff. These meetings can take place in your home, at school or in a mutually agreed upon location.
   
• TEACHER CONFERENCES - During the school year, families must meet with your child’s teacher a minimum of three times. This includes attendance at orientation meetings before your child starts school and at the parent-teacher conferences scheduled in the fall and spring.

Family Support staff are assigned to meet with all ECEAP eligible families. They are available to assist families in accessing community resources, setting family goals and assuring that enrolled children have regular medical and dental providers that have provided current check-ups. Current medical, dental, nutritional or mental health needs are discussed. Health referrals may be made and a plan for on-going health care may be established with follow-ups to ensure that treatment is implemented.

ILLNESS OR INJURY
If your child becomes ill or injured at school, you may be notified to pick them up from the classroom or office. Children who are not feeling well should not come to school. Those with fevers of 100 degrees or more, or who have had vomiting or diarrhea, or a rash in the last 24-hours, should not come to school as they need time to recuperate.

HANDWASHING
Handwashing is required upon arrival in the classroom, upon returning from outdoor play, after using the restroom, before eating and after touching bodily fluids (nose blowing, etc.).

Please help your child wash their hands prior to entering the preschool classroom. Volunteers are also required to wash hands upon arrival in the classroom.

Preschool children participate in a variety of educational opportunities that support health, well-being and readiness skills. We utilize a number of high-quality early learning curriculum and align our instruction with the Ephrata School District and Washington state standards. Our core program is developed around the Creative Curriculum for Preschool and Teaching Strategies GOLD. 
Teaching Strategies GOLD is a whole-child assessment that is used to track and plan support for each child’s development and readiness for Kindergarten in multiple areas: social-emotional, physical, language, cognitive, literacy and mathematics. This assessment tool will be used by classroom staff to document and record each child’s progress towards Kindergarten readiness. Information from the assessment will be shared with families during parent-teacher conferences.

Creative Curriculum is a way of organizing learning allows children to choose play activities they are interested in, including:

• Blocks
• Art
• Puzzles & Games
• Dramatic Play
• Science
• Library

Children learn about words, solving problems, sharing and other skills, while playing. There are also times of teacher-directed learning, including: whole-class circle time for stories, singing and movement and small-group time for skill building.

Learning also occurs on the playground. Children play outside almost every day. Please dress them in clothing appropriate for the weather (sweaters, jackets, mittens, boots, etc.). Flip-flops (open toe / heel shoes) are discouraged for safety. Please see our full Dress Code.

Tiger Cub Preschool students participate in the Ephrata School District meal program for both breakfast (a.m. session) and lunch (p.m. session). As part of the state funded ECEAP program, meals are served “family style” in the classroom to promote both socialization and language. All students eat for free at Ephrata Schools. A monthly preschool menu will be sent home with your child and will be posted on the Ephrata School District website: https://ephratasd.sodexomyway.com/

Children arriving late for school may eat their meal in the office after school starts. 

Meals served in the preschool are prepared by trained Ephrata School District employees according to standards established by the Grant County Health District. A food handlers’ card is required for staff serving food. Food preparation surfaces, including surfaces for any food items prepared in the classroom, are cleaned and sanitized before and after use.

Allergy and special dietary restrictions for individual children are followed and posted in each classroom. A registered dietician provides consultation on dietary concerns, and approves all school menus. If your child has a special dietary need or food allergy, please contact the Tiger Cub Preschool office at (509) 754-7547 or tigercub@ephrataschools.org. A dietary substitution may be provided for your child with food allergies. Families of children with documented food allergies may be asked to circle items that their child can eat each month.

Tiger Cub Preschool operates Monday - Thursday during the school year. No classes are held on Fridays.

During the school year, various opportunities for meeting on parent education topics will be held for parent collaboration, support and exploring child development issues. A variety of topics are offered, based on parent interests. These are presented in an enjoyable and interactive manner. Dates and times will be communicated throughout the year. All are encouraged to attend. Feel free to share your ideas for these gatherings with our staff.

All persons authorized to pick your child up from school must be listed in the Skyward Family Access program, under “Emergency Contacts.” Emergency contacts may be added by parents / guardians during the enrollment process. If additional contacts need to be added or removed, please contact the Tiger Cub Preschool Office for an “Additional Emergency Contact Form.” Once the form is completed and returned, the Ephrata School District Office will add or remove the contact to your Skyward Family Access Account.

NOTE: Do not wait to add the individuals you know will be picking your child up from school. For safety reasons, we can NOT release a child to someone that is not on your Emergency Contact list.

Authorized individuals may go directly to the school playground for student pick-up. Please check out with your student's teacher.

The Tiger Cub Preschool Policy Council and Parent Engagement is composed of parents whose children are enrolled in the preschool program. All parents are welcome and encouraged to volunteer on this advisory board, which works closely with preschool staff members. Child care is provided during the meeting if outside the school day.

The council is tasked with developing parent empowerment and leadership. It serves as a communication link between the preschool program and preschool families. The council works with the Early Childhood Program Director and Leadership Team to make decisions about program administration.
 

Tiger Cub Preschool is designed to meet a wide range of Ephrata family needs while remaining consistent with school district priorities and practices. Tiger Cub Preschool operates Monday - Thursday during the established school year. Classes last for three hours. Children will be placed in either a morning or an afternoon session. 

All sessions are available as space permits. We will make every attempt to honor parent requests as we balance our classrooms. Eligible students may be placed on a waiting list if there are no openings. All classrooms are staffed with one teacher and one assistant.

Children enrolled in the program receive a free education funded by:

• Early Childhood Educational Assistance Program (ECEAP)
• Special Education - students must have a current Individualized Education Program (IEP) and the recommendation of the Student Support Team. Some students may be dually enrolled in Special Education and ECEAP
• Local levy dollars
   

Tiger Cub Preschool recruits three and four-year-old children from within the Ephrata School District service area. Enrollment information is posted on the District’s website: https://www.ephrataschools.org/registration/tiger-cub-preschool, at Columbia Ridge Elementary and Grant Elementary and on flyers posted around the Ephrata community. Families must live within the Ephrata School District boundaries for participation in the program.  Some exceptions are made on a case to case basis.

Children are eligible for one of the Ephrata School Districts 80 part-day preschool slots if they are at least three years-old, but not yet five years-old by August 31 of the school year. Children who are already five years-old by this date are not eligible for the preschool program and should enroll in Kindergarten.

Age and name-verifying documents (i.e. religious, hospital or physician's certificate showing date of birth; an entry in the family bible; an adoption record; an affidavit from a parent; a birth certificate; previously verified school records; or any other documents provided by law) must be presented at the time of enrollment, and prior to the student starting classes, so that we can verify your child’s age. Families are also asked to provide a medical history of their preschool child at enrollment.

Priority enrollment in the Early Childhood Educational Assistance Program (ECEAP) is based on the prioritization score received from the Early Learning Management System (ELMS) of the Washington State Department of Children, Youth and Families (DCYF). Four year-old children receive the highest priority. ELMS awards additional priority points for:

• Children returning from the previous year;
• Children in foster care;
• Children who are homeless;
• Children currently on a TANF cash grant;
• Children from a family with a low income that is documented and meets the set federal poverty guidelines for ECEAP;
• Children with an Individual Education Program (IEP);
• Children with developmental risk factors;
• And children with environmental risk factors which could affect school success.

During the school year, please notify the Tiger Cub Preschool office if there are any changes to your address, telephone numbers, emergency contacts, day care providers or any other pertinent information. If you must withdraw your child from preschool, we ask that you notify the office two weeks in advance, if possible, as we generally have students waiting to enter.

Tiger Cub Preschool operates under a “no expulsion” policy. This means that we will not “expel” your child from preschool. We must maintain a safe environment for all students. Children whose behavior creates a danger to themselves and / or others will receive guidance from our staff to improve behavior. We will share this guidance with families. Your support and good home-school communication is vital to improving this behavior. Teachers may also make a referral to the district’s Special Services Department to develop an appropriate, positive behavior plan. This could include a special education referral.

Tiger Cub Enrollment Policy

All facilities and equipment used by children within the school campus are safe, in good repair, barrier free and are inspected / maintained by the Ephrata School District. Flammable, toxic and hazardous materials are safely stored. Fire detectors, alarms and extinguishers are monitored. Notices are posted by the Ephrata School District prior to pesticide / herbicide applications and records for such are maintained. Fencing and supervision of outdoor play areas are sufficient for secure play. Portable equipment is safely stored when not in use.

Classes are held four days a week, Monday through Thursday. No classes are held on Fridays.

AM Preschool Classes:     Monday - Thursday, 8:00 a.m. - 11:00 a.m.

PM Preschool Classes:     Monday - Thursday, 12:00 p.m. - 3:00 p.m.

If the Ephrata School District is running on a two-hour delayed schedule, our a.m. and p.m. preschool classes will always be canceled. To learn if the Ephrata School District is delayed or closed:

• Check www.ephrataschools.org and individual school websites
• Text Messaging - The district will send text alerts to parents/guardians as soon as there is a delay or closure decision. Families can receive text alerts by ensuring their contact information is updated in Skyward and that they have opted to receive those communications. Families should contact their child's school if they have further questions.
• Social Media - Facebook & Instagram
  • Facebook: @EphrataSchoolDistrict
  • Instagram: @EphrataSchoolDistrict165
• Media – Local television and radio stations frequently run delay and closure announcements

Tiger Cub Preschool employs bilingual staff in each classroom. We also have a Family Support Specialist to assist with translation and support. Instruction in classrooms may include opportunities to learn the Spanish and Russian alphabet and phonemes in addition to English instruction. We place an emphasis on Spanish and Russian vocabulary where appropriate as some classrooms may have Spanish and/or Russian-speaking children. English learning (ELs) are given priority in enrollment.

The Ephrata School District and Tiger Cub Preschool maintain online calendars with updated school events. Tiger Cub Preschool events are always listed with a red circle.

You can receive notifications any time events at Tiger Cub Preschool (or any school) have been added or changed. To add events to your personal calendar, scroll down until you see a button that says “Subscribe to School Updates and Events.” Click the button and follow the instructions.

All children must have equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society (Advancing Equity in Early Childhood Education Position Statement, NAEYC). All children must feel safe, valued and loved.

1. Follow the ECEAP priority points system with fidelity when enrolling children
2. Provide different levels of support to each child based on what they need.
3. Eliminate language or behavior that is stereotypical, demeaning, exclusionary or judgemental.
4. Recognize that the learning environment and its materials reflect what is valued or not valued, present or omitted.
5. Consistently expect high expectations for family involvement.
6. Build strong family to school connections.
7. Support guardians as they work with their children at home.
8. Review behavior data to make sure one category of student populations is not overrepresented. 

Our program celebrates the preschool years as a unique and wonderful period in a child’s life. Our “hands-on” approach to learning allows exploration and discovery. Our curriculum seeks to connect new learning to the child’s own background experiences.

Adult modeling, support and encouragement promote the development of self-help and social skills, both important components of our program. Each child’s social, emotional, physical and cognitive strengths and needs are assessed. Opportunities for continuous progress are presented and encouraged. We believe that all children benefit from a quality learning environment that is inclusive and sensitive to each child’s uniqueness. We celebrate our diversity and provide support so that all children feel welcome and are challenged to be their best self.

Because a child’s education does not begin and end at school, we recognize families as a child’s first and most important teachers. We wish to support and encourage that role in your child’s life. We view our relationship as a “team effort.”

In accordance with school policy, children may not bring toys or equipment from home. All toys for play will be provided at school. An exception to this policy will be made for comfort items when appropriate - please coordinate with your child’s teacher in advance. Please make arrangements with your child’s teacher if items are to remain at school or transported daily in your child’s backpack.

The Tiger Cub Preschool Transition Plan ensures a smooth and supportive transition process for children and families as they move through various stages of early childhood education. This plan emphasizes collaboration between B-5 ECEAP providers, families, and community partners to ensure that transitions are successful and tailored to each child’s developmental needs.

1. Assist families and children with annual transitions between programming.

(a) Transition Into B-3 or PreK ECEAP:

• Purpose: Assist children transitioning from home, another contractor, or other early learning care settings into B-3 or PreK ECEAP.
• Key Activities:
  • Initial family orientation and welcome events.
  • Home visits or virtual meetings to familiarize children and families with the program.
  • Regular communication with families to support the child’s transition into the new environment.

(b) Transition Between Classrooms:

• Purpose: Support children moving between classrooms at any B-5 ECEAP site.
• Key Activities:
  • Introduction to new classroom environments and teachers.
  • Gradual visitations to the new classroom before the official move.
  • Information sharing between teachers on each child’s progress and needs.

(c) Transition Out of B-3 or PreK ECEAP:

• Purpose: Guide families and children transitioning to another contractor or other early learning care settings.
• Key Activities:
  • Communication with new early learning care providers to ensure a smooth transition.
  • Providing families with all relevant child development and health records to facilitate the transition.
  • Offering transition meetings or discussions to prepare children and families. 

(d) Transition From ECEAP to Kindergarten:

• Purpose: Support children moving from PreK ECEAP to kindergarten.
• Key Activities:
  • Kindergarten readiness events and parent information sessions.
  • Visits to local elementary schools or virtual introductions.
  • Sharing of child assessments and progress reports with kindergarten teachers (with parental consent).
  • Discussing the child’s readiness for kindergarten during parent-teacher conferences.

(e) Transition From IFSP to IEP:

• Purpose: Coordinate the transition for children moving from an Individualized Family Service Plan (IFSP) to an Individualized Education Program (IEP).
• Key Activities:
  • Collaboration with local school districts and special education teams to facilitate a smooth transition.
  • Conducting transition meetings with families and specialists to ensure proper service continuation.
  • Assisting families with understanding and navigating the IEP process.

2. B-3 ECEAP Transition Planning

For Birth to 3 ECEAP, providers must co-create and implement strategies with families to ensure a successful transition out of B-3 ECEAP. This includes the following:

(a) ELMS Documentation:

• Transition plans must be entered and regularly updated in the ELMS (Early Learning Management System) under the Transition Tab. This ensures accurate tracking of each child’s transition progress.

(b) Six-Month Planning:

• At least six months prior to a child’s third birthday, contractors must initiate transition planning with the family. This planning includes the following discussions:
  • Developmental Level and Health/Disability Status: Review the child’s current developmental progress and any health or disability concerns.
  • Progress in B-3 ECEAP: Reflect on the child’s achievements and areas of growth while in the program.
  • Family Circumstances: Consider any changes or current circumstances affecting the family.
  • Available Programs: Provide information on ECEAP, Head Start, and other early education services that can meet the needs of the child and family.
  • Transition Timeline: Facilitate the transition to the child’s next placement as soon as possible after their third birthday. However, if necessary for a smoother transition, the child may remain in B-3 ECEAP until the end of the program year following their third birthday.

3. Coordination for Kindergarten Transition

In preparing children for kindergarten, B-5 ECEAP providers will:

(a) Plan Joint Family Events:

• Collaborate with local schools to plan joint events for families, such as kindergarten readiness workshops.

(b) Connect Families to Kindergarten Readiness Events:

• Share information about kindergarten readiness activities offered by local schools and help families access these opportunities.

(c) Inform Families of Kindergarten Registration Processes:

• Ensure families are well-informed about school registration procedures and timelines.

(d) Build Relationships with Kindergarten Teachers:

• Establish communication and relationships with kindergarten teachers to ensure continuity of care and understanding of each child’s needs.

(e) Exchange Information with Parental Consent:

• With the family’s permission, exchange child development information and assessment data with kindergarten teachers to facilitate a successful transition.

(f) Conduct Parent-Teacher Conferences:

• Use parent-teacher conferences to discuss each child’s progress towards kindergarten readiness, ensuring families understand how their child is developing and what steps are needed for a smooth transition to kindergarten.

This transition plan promotes continuity in the child’s early learning experience, from home and early childhood settings to kindergarten, ensuring both children and families feel supported throughout each stage of development.

All children enrolled in Tiger Cub Preschool can arrange for transportation from the Ephrata School District. Accommodations will be made for children with IEPs. If you need information regarding the bus service in your neighborhood, or need to change your child’s pick-up / drop-off address, please contact the Tiger Cub Preschool office (509) 754-7547 or tigercub@ephrataschools.org. NOTE: It may take up to five days before a route change is implemented.

BUS EXPECTATIONS
All students must maintain safe behavior on or near the school bus. We appreciate your assistance in making sure your child has a clear understanding of the bus rules and what is expected while on the bus.

BUS RULES

1. Students will obey the driver and any aide assigned to the bus by the district. The driver is in full charge of the bus and passengers and will be obeyed. If an aide is assigned to the bus by the district, they shall be responsible for the safe operation of the bus. When transporting classes or teams, the teacher or coach shall be primarily responsible for the behavior of the students. Students shall obey both the driver and the teacher, coach, or other staff member.
2. Students shall be at their designated bus stop five minutes before their scheduled pick up time.
3. Students will ride only on their assigned bus unless written permission to do otherwise has been received by school officials. 
4. Students will not be permitted to leave the bus except at their regular stop unless written permission to do otherwise is received by school officials. 
5. Students assigned to seats will use only that seat unless permission to change is authorized by the driver. 
6. Students will observe rules of classroom conduct while riding on buses. Noise will be kept down to avoid distracting the driver. Students will refrain from the use of obscene language or gestures. 
7. Students will not smoke or ignite lighters or matches on buses. 
8. Students will not eat on buses, except when specifically authorized and supervised by an accompanying teacher, coach, or other staff member. Buses shall be kept clean. 
9. Students will not open bus windows without the driver's permission. 
10. Students will not extend any part of their body out of bus windows at any time. 
11. Students will not carry or have in their possession items that can cause injury to passengers on the bus. Such items include, but are not limited to, sticks, breakable containers, weapons or firearms, straps or pins protruding from clothing, large, bulky items which cannot be held or placed between legs, etc. Books and personal belongings shall be kept out of aisles. 
12. Students will not have animals on buses, except one that is aiding a disabled student. 
13. Students will not sit in the driver's seat or to the immediate right or left of the driver. 
14. Students will refrain from talking to the driver unless necessary. 
15. Students will always go directly to a seat once inside the bus and remain seated unless the driver instructs otherwise. 
16. Students will get on / off the bus in an orderly manner and will obey the instructions of the driver or school safety persons on duty. There will be no pushing and shoving when boarding or leaving the bus. Once off the bus, students will adhere to rules for pedestrians. 
17. Students will never cross the roadway behind a bus unless they use pedestrian crosswalks or traffic lights. 
18. Students will stand away from the roadway curb when any bus is approaching or leaving a stop. 
19. Students going to and from their bus stops where there are no sidewalks will walk on the left-hand side of the roadway facing oncoming traffic. Students will go directly to their home after leaving the bus. 
20. Students will use lap belts on buses when available. 
21. Students will follow emergency exit drill procedures as prescribed by the driver. 
22. Students will not tamper with emergency doors or equipment. 
23. Students will remain quietly seated, not exhibit disruptive behavior and turn off all noise- making devices at highway rail grade crossings. 
24. Parents of students identified as causing damage to buses will be charged with the cost of the incurred damage. Students causing the damage may be suspended from transportation. 
25. Student misconduct will constitute sufficient reason for suspending transportation privileges. 

Students unable to follow all rules listed may lose bus riding privileges.

Tiger Cub Preschool welcomes and encourages family involvement in the program. We offer a number of different opportunities for participation in the classroom and beyond. If you volunteer in the classroom on a regular basis, you will need to pass a DEL background check as well as complete our volunteer training. All volunteers need to come ready to be part of the Teaching Team:

1. Ask teachers where to go to be most helpful.
2. Interact with the children in their activities.
3. Use appropriate conversations in the classrooms and turn off cell phones.
4. Have conversations with children that are non judgemental, specific and offer encouraging comments (e.g. “You remembered to follow the walking rule!” “Thanks for keeping your hands to yourself in line.” “That stack is six blocks high!” “What a colorful painting.” “Look at Cindy, Bob and Julie. They are ready for the story.”
5. During meals and snacks, eat with the children, and as far as possible, let them serve themselves. Model manners and have conversations.
6. When children are done eating, help with table clean-up, tooth brushing and / or reading and writing and transitional activities with children.
7. Join in with circle time by sitting on the floor with the children and participating in the activity. Encourage children to focus and participate.
8. Outside, help build language and specific physical skills by playing with the children. Help them learn to hop, balance, pump a swing and throw / catch balls of differing sizes.
9. As you “play” with the children, use open-ended questions and give them time to think about the answers so that they can increase their higher level thinking and communication skills.
10. Take responsibility to help children have success in problem solving by not doing it for them; rather, cheer them on and guide them to persist in their efforts. Use effective questioning, e.g. “How did you figure that out?” “What do you think will happen?” “What is another way to do that?” “Is that fair for everyone?”

Washington state law requires that anyone who plans to volunteer in a school classroom or on field trips must complete a background check administered by the Washington State Patrol. Inquire at the Tiger Cub Preschool office. Individuals volunteering on a weekly (or more frequent) basis must also take a TB test and have the results on file in the Tiger Cub Preschool office before volunteering. All volunteers are required to participate in a training regarding the laws governing child abuse prevention, identification and reporting. We offer this training via an online course through the Ephrata School District.