Haddon Township details full‑day kindergarten, inclusion model and daily routines

Haddon Township School District teachers used a parent information night to outline what families should expect from the district’s full‑day kindergarten program, emphasizing play‑based learning, early literacy and co‑teaching inclusion classrooms.

“Most important to us is that they leave kindergarten seeing themselves as a learner,” said Amy Bowman, a kindergarten teacher, describing classroom goals that range from name writing and phonics to multi‑step directions and social skills. Teachers said the district adopted an explicit phonics program and that literacy instruction combines read‑alouds, guided reading and independent reading.

The presentation described a typical day that begins with a low‑pressure “soft opening” for arrival and socializing, followed by a morning meeting where calendar routines and early math are taught. Teachers highlighted “work centers,” small‑group activities that use play to practice skills and allow for differentiated instruction. The district also runs a “Kinderbuds” program that pairs kindergarten students with third‑grade buddies once a week.

Teachers and administrators detailed classroom supports: inclusion classrooms are co‑taught by a general educator and a special‑education teacher, and aides assist teachers. Staff said inclusion classrooms are arranged so “all three adults are responsible for all students” when additional supports are needed.

Families received information on specials and enrichment: kindergarteners rotate to gym, music, art, Spanish and library; field trips are tied to classroom units (examples cited included Camp Creek Run and Storybook Land). Teachers also recommended attending the district open house before the first day so children can meet their classroom adult and become familiar with the space.

Logistics covered at the meeting included how to check school assignment using an address lookup on the district website, a plan to delay final placements until mid‑August to ensure accuracy, and guidance on snacks, lunch routines and how parents can provide permission for students to buy lunch.

The session closed with invitations for follow‑up questions and reminders that classroom teachers will communicate through platforms such as Seesaw and regular newsletters. Teachers urged families to read at home and treat dinner time as family connection time rather than adding standard homework for kindergarteners.