Presentation on theme: "Effective Transitions to Enhance School Readiness"— Presentation transcript:
1Effective Transitions to Enhance School Readiness
2Why is early school success so important? Early school years are a “critical period” for learning and developmentPreschool and early experiences enhance school successHow quickly children adjust across settings increases their success – so supporting success across the transition is importantObjective:To convey the importance of early school experiences and their implications for later schooling.What to say:Why is early school success so important?One reason is that the number of children in Pre-K is growing at an advanced rate, so we want to be sure that these children are getting the most from their pre-K experienceWe also know that the degree to which transitions are smooth or are disruptive may affect children’s trajectories in school.From research over the years, we know that the early school years are a critical period for children…Early social success in kindergarten (i.e., successful adjustment) has been linked to academic success in subsequent years of elementary school as far ahead as the 6th grade (McClelland et al., 2000)We also know that preschool and early experiences in general enhance school success…Children who attend preschool are more likely than other children to successfully adjust to kindergarten (Sweeney, 2011)Finally, we know that the logistics of children’s actual transitions affect school success…The quicker children adjust successfully, the quicker they can focus on learning new skills in the kindergarten classroom
3Transitions Across the Lifespan Becoming a new parentGoing to (or back to) collegeMoving to a new townStarting a new jobExperiencing an empty nestRetirement from a careerGetting marriedObjective:To have participants think about transition experiences in their own life and how the resources they used to help them through those transitions.What to say:Transitions are not limited to the school environment. In fact, we experience transitions across the lifespan – here are a few examples…I would like for you to talk to the people around you about big transitions you have made in your life, what challenges they posed, and what resources helped you navigate those transitions.What to do:[Have participants talk about their experiences with transitions with their neighbors or in groups. Have some individuals share what common themes came up in their discussions.]So what types of resources did you come up with that helped you through some big life transitions?
4Elements to foster successful adjustment InformationRelationshipsAlignmentObjective:Use discussion points from participants regarding transition resources to emphasize the need for information, relationships, and alignment for the transition to kindergarten.Convey that information, relationships, and alignment are what contribute to successful school adjustment.What to say:The goal of a smooth transition is to create conditions for successful adjustmentThe three major contributions to setting up successful adjustment during transitions are:having access to information (the more you know, the more at ease you feel),having supportive relationships (people to support and guide you along the way is always important),and having alignment between environments (the more your new environment is like your old one, the easier your transition will be).As adults, we can make these things happen for ourselves. For kids, we have to make it happen for them.Successful Adjustment
5What do we know about transitions? What we know from research and practice about:Children’s adjustment to kindergartenThe transition experiences and its effects on children“Best practice” model of transitionObjective:To introduce participants to the areas of research we will focus on in this presentationWhat to say:Now we’ll talk about what we know from research on these three topics:Children’s adjustment to kindergartenHow children experience this transition and what effects it has on themAnd, what research has found to be the “best practices” for facilitating transitions.
6How successfully are children entering kindergarten? Objective:To show that nearly half of all children entering kindergarten are having some kind of adjustment problems.What to say:In order to understand how children are transitioning to kindergarten, it is useful to look at some data on the topicIn a national survey of 3,500 teachers, this is the breakdown of how children were perceived by their teachers in terms of adjustment.Unfortunately, about half of all children are perceived as experiencing some sort of adjustment problems.Additionally, higher degrees of difficulty were found in groups of at risk children with up to 25% of kids being rated as having “difficult” transitions.Children from disadvantaged families and minority children are overrepresented in the groups that had difficulty with adjustment, which highlights the need for additional supports for these childrenIt all comes down to adjustment: When kids are stressed, that is when problems show upRimm-Kaufman, Pianta & Cox, 2000
7Teachers who say “half my class or more” exhibit these problems entering kindergarten Difficulty following directions46%Lack of academic skills36%Objective:To show where problem areas are occurring – not just in academics(This data is from the same national survey of 3,500 teachers as the previous slide)What to say:Here’s what teachers see as problem areas in their classrooms.Notice that academic skills are on this list, but they are only one aspect of what teachers are concerned with. The majority of their concerns are more about things that require skills such as self-control, self-regulation, and the use of social skills.Difficulty working independently35%Difficulty working as part of a group31%Problems with social skills21%Difficulty communicating/language problems14%1020304050Rimm-Kaufman, Pianta & Cox, 2000
8School readiness and transition: A child-focused view Pre-KKindergartenObjective:To convey that a child-focused view of school readiness is inadequateWhat to say:Often school readiness, and its measurement, is thought of as simply this set of skills that kids need that they’ll then just carry with them into the kindergarten setting. Yet, this perspective ignores the fact that children’s learning is dynamic and heavily influence by what’s happening and available around them in the classroom or at home.This child-centered view is inadequate. School readiness is not just a child characteristic – it also encompasses their surroundings and how those surroundings facilitate school readiness.ChildChild
9School readiness and transition: When connections are the focus Early ExperiencesKindergartenObjective:To convey the complexity of the factors that all contribute to school-readiness for children and that these are resources to be used. Also, to tie in examples from participants’ exercise about transitions from their own lives.What to say:Research has found that it is more useful to take an interactive view of transitionsIn other words, there are both relational and informational links between the child and the people and community around them – just like the examples from adult life.There is a great potential web of potential supports that we as educators can tap into.This framework, and not the child-focused framework, should then should guide best practices for transition planning.TeachersPeersChildPeersFamilyCommunityTeachersChildCommunityFamilyRimm-Kaufman & Pianta, 2000
10Setting Changes LaParo et al., 2009 Objective: To show how different classroom environments are between pre-k and kindergartenWhat to say:So why are children having problems adjusting to kindergarten?The simple answer is that the kindergarten setting is much different than pre-K settings – children are having trouble adjusting for good reasonsChildren are coming from an environment where they are allowed a lot of free choice time and very little time where they are required to work individually to a setting where they have very little or no free choice time and a relatively large portion of time they are asked to work individually.Additionally, kids in kindergarten are getting less individualized attention because they are spending more time in large groups.LaParo et al., 2009
11Transition experiences “His teacher called several days before school started; it was great and really made Nate feel great.”“At the beginning I got her excited by talking about starting school six months before it started… it made the transition easy… Before school started I took her to the classroom to get her adjusted to it.”“I am pleased… the teacher called after the first two days of school to say how well she was doing.”Objective:Allow participants to read slides and point out that there are a wide variety of ways that kids and parents experience transitions.What to say:Here are some examples of good experiences parents and children have had with this transition.
12Transition experiences “On a more personal level, my son spends eight hours a day with his teacher and his best friend. I want to know those people. I don’t want it to be a once-every-three- months-for-report-card thing. I want to have more interaction.”“The teacher called the first week of school to say he is the biggest clown in the class.”Objective:Allow participants to read slides and point out that there are a wide variety of ways that kids and parents experience transitions.What to say:Here are some other examples, including one that conveys a parent’s interest in being more involved.
13Transition experiences “The teacher called me the first week of school and said she should have been evaluated for Ritalin because she can’t teach her.”“We weren’t sure about sending him, he may be too young. His teacher called to say he’s way behind and should go back to preschool.”“I’m not happy with it… I sent in notes but got no response from the teacher… The first day of school I sent him with a dollar for lunch but he didn’t eat all day… something got mixed up. I tried again with a dollar the next day, but he didn’t eat that day either. He wet his pants. The teacher is young and she’s not very organized. I’m anxious about this year.”Objective:Allow participants to read slides and point out that there are a wide variety of ways that kids and parents experience transitions.What to say:Here are some examples of bad transition experiences. This is obviously what we want to avoid through effective transition planning.
14Misalignments and Shifts in the Transition to Kindergarten Changes in academic demands / curriculaLess family connection with schoolComplexity of social environment (peers and adults)Less time with teacher(s)Objective:To point out the many changes occurring at this stage in children’s lives, all of which can make adjustment difficult.What to say:The problem is that this developmental period is ripe with change in context and experiences, creating disconnects and misalignment.Kindergarten entry marks the transition from a less-structured preschool environment to a formal school setting with different demands and increased expectations (Rimm-Kaufman & Pianta, 2000)These include:Changes in academic demandsLess family involvement with schoolMore complex social environmentsAnd less one-on-one time with teachersThese changes can lead to misalignment between pre-k and kindergarten and put successful adjustment at risk.
15Successful Transition: Guiding Principles It’s a process, not a programSupportive relationships are resources for childrenDifferent sets of relationships fit different needs – some are supportive, some informationalConnections serve as a bridge for child, family, and school across time and contextsObjective:Convey the guiding principles to keep in mind when thinking about transitions.What to say:So what makes for good transitions?There are several guiding principles to keep in mind when thinking about transitions…First, it is important to understand that the transition from Pre-k to kindergarten is a process and not a “one-size fits all” formulaFor example, open houses may work for some families but not for others, information given in English my work for some but not others – there needs to be individualizationSecond, we need to remember the importance of relationships in children’s lives. They serve as a resource – and different relationships can meet differing needs.Parents can be a source of support as well as information. Also, peers can also be a source of support.Finally, there are connections between families, schools, communities and children that can be used to help with the transition process
16Transition connections Child-school connectionsFamily-school connectionsSchool-school connectionsCommunity-school connectionsObjective:Orient participants to what kinds of connections we’ll be talking about.What to say:We’ll talk about four key sets of connections today, all of which contribute to the transition process, and then discuss examples of how these connections can be used within this transition framework.
17Child-School Connections Goal: To foster children’s familiarity with the classroom setting and those people within itIncreased comfort and decreased anxietyBuilding teacher-child relationshipsExposure to new setting prior to school startingObjective:To convey the goal and importance of child-school connections.What to say:One important connection is that between the child and the school.The goal of this connection is to get the child familiar with the new classroom setting and the people who will be thereThis will serve to…increase the child’s comfort and decrease anxiety about the transition,begin building teacher-child relationshipsand expose the child to his or her new setting before the start of school.
18Child perspective of kindergarten Emily: it's a big, big, big school and there's more kids. Because there's hundred and hundreds and hundreds. And there's kids that don't know each other's names. Everyone knows names here.JS: Are you ready to go to kindergarten next year?Marcy: Yeah.JS: How do you know you're ready?Marcy: Because I feel so happy.Objective:To illustrate that children do not necessarily see transitions as adults do.What to say:Here are a couple of interesting examples of how children view the transition to kindergarten.They are not necessarily thinking about being able to follow directions, work independently or excel in academics (the things that adults may see as the most important aspects of adjustment).Interviews by Jim Squires, Preschoolers Conversations about School Readiness
19A school connecting with children An example of how one school reached out to children to help create a successful transitionObjective:Example of a child-school connectionWhat to say:Here’s an example from the Orange Co. dept. of Education of a school reaching out to children.What to do:Click on black box to show video.LINK TO ONLINE VIDEO
20Family-School Connections Goal: To foster family collaboration and involvement with the school and the transition processShare information about individual childrenGet parents familiar with school routinesBecome partners in the processObjective:To convey the goal and importance of family-school connections.What to say:Another connection we will talk about is the family-school connectionThe goal of this connection is to foster collaboration between these two parties to share information and become partners in the transition process.
21% of families who used the activity and found it helpful Child & family connections with school: Transition activities families found useful% of families who used the activity and found it helpfulTransition activityHad child visit a kindergarten classroomMet with a kindergarten teacherMet with the principalTook a tour of the schoolTalked with preschool staff about kindergartenVisited the kindergarten classroomTalked with parents of child’s new classmatesParticipated in elementary school-wide activitiesAttended a workshop for parentsMet with child’s anticipated kindergarten teacherAttended an orientation to kindergarten99899510097989296Objective:To show that families found almost any transition strategy useful – they clearly want to be involved.What to say:Here are some examples of both child and family connections with the school…The point here is that there are many different ways to foster this connection, but out of all of these, almost all of the families who participated in any sort of connection with the school found it to be useful. This suggests that families WANT to be involved.Pianta et al., 1999
22School-School Connections GOAL: To provide children with stable high quality classroom experiences across timeIncrease consistency for children across contexts through alignment of:RoutinesCurriculaLearning standardsAssessmentsObjective:To convey the goal and importance of school-school connections.What to say:Another connection is the school-school connection.The goal of this connection is to provide some degree of stability across their transition from one classroom to the other.
23% who found the activity helpful School-school connections:Transition activities teachers found usefulPreschool teachersK teachersTransition activity% who found the activity helpfulPrek children visiting their kindergarten classroomPrek teachers visiting a kindergarten classroomHolding an elementary school-wide activity with prek childrenHaving a spring orientation about kindergarten for parents of preschool childrenHaving an individual meeting between a teacher and a parent of the preschool childSharing written records1008396Objective:To point out that teachers find transition strategies useful as well, so they are likely to be open to the idea of using them.What to say:Here are some examples of some school-school connection activities…Again, as with the family-school connection activities, there is a variety, but almost all of the school personnel who participated in any of these activities found them to be useful. This suggests that teachers WANT to be involved in transition planning and strategies because they find them useful.
24School to school example: Early childhood professionals working together Kindergarten, Head Start, and preschool teachersMeet four times a year focusing on aligning experiences for childrenOutcomes:Increased participation in transition opportunities like K campChildren, families, and teachers more preparedIncreased consistency between settings related to routines and expectationsPre-k teachers felt their knowledge of children and families was valuedK teachers felt children more socially and academically preparedIncreased awareness of the community needs for more spaces for childrenAn additional preschool class is being considered to be added to the elementary schoolObjective:Example of one school-school transition effort.What to say:Here is an example of how one community used transition strategiesKindergarten and pre-K teachers meeting just four times a year but were able to make a sizable impact.For example, they talked about differences between the two experiences that may confuse children, such as what bathroom signs look like, emphasis on handwriting, etc.Smart Beginnings, 2011
25Community-School Connections Goal: To facilitate the transition process within the communityGetting the word outProviding resources where they are neededObjective:To convey the goal and importance of community-school connections.What to say:A final connection to take advantage of is that between communities and schools.The goal of this connection is to provide information and resources that help to facilitate the transition.
26Community-School Connections Clarify community needs and expectations regarding schools and transitionInter-agency connections with key playersCommunicate informationeffectivelyObjective:Further convey what community-school connections can do.What to say:Community-school connections have a lot to add to the transition process.They can help assess needs and convey expectations.Getting accurate information into the community about the kindergarten transition is key.For instance, many people do not know about or may not understand all of the paperwork involved with kindergarten registration. Those who work with social services should be able to get help from social workers with knowing about what is involved and required of them.
27Community in Action Objective: Example of a community-school connectionWhat to say:One great example of a community-school interaction is illustrated here, where a local children’s museum set up an event for entering kindergarteners where children could sit on a school bus and meet community employees they may come in contact with, such as crossing guards. Additionally parents could meet with child development experts and health care providers to talk about the transition.
28Preparation for parents A public service announcementObjective:Example of a community-school connectionWhat to say:This is a public service announcement that alerts parents to issues they need to think about around school transition and an agency that can help.LINK TO ONLINE VIDEO
29Preparation for parents The Health Science Channel helps prepare parents for the transitionObjective:Example of a community-school connectionWhat to say:Here is an example of a “community” organization (the Health Science channel) making a video to prepare parents for the pre-k to kindergarten transitionLINK TO ONLINE VIDEO
30Preparing the community Objective:Kids at risk are the ones not participating, so this is where the community piece seems to really matter.What to say:Where the community connection really seems to matter is with kids who are at risk.These are the kids who need extra notification of when they should be registered, what is expected, and what resources are out there that they can take advantage of, so community efforts that are geared toward these kids are especially helpful.
31Kindergarten camps Child, family, school, and community, connections Improved social adjustment to kindergartenImproved familiarity with routines for kids with same teacherReading benefitsObjective:To convey that multiple connections can work together for positive outcomes.What to say:An example of all of these connections coming together is in kindergarten camps. When done well, all of the key players (children, families, schools, and communities) are involved.In a study of one kindergarten camp, researchers saw improved kindergarten adjustment for some children and another study found that children who attended a kindergarten camp showed higher reading scores than those children who did not.Both of these studies targeted “at risk” children, who likely benefit the most from such experiences.The problem is that in many places, activities such as this are only available to children who have registered for kindergarten and many children who need this preparation the most (i.e., those who are at risk) are the last to sign up and therefore may miss out on these opportunities.One big challenge in preparing children for the transition to kindergarten is reaching the children who need services the most.Berlin, Dunning & Dodge, 2010; Borman, Goetz & Dowling, 2009
33Transition Experience Matters In the NCEDL project, more transition activities were associated with all of the following child outcomes at the beginning of kindergarten:Greater frustration toleranceBetter social skillsFewer conduct problemsFewer learning problemsMore positive approaches to learningTransition activities were most helpful for children from disadvantaged families.Objective:To show that transition activities have positive effects.What to say:In a study involving 722 children and 214 pre-k classrooms, more transition activities were associated with more positive outcomes for children in kindergarten.Transition activities are not done in vain. Research shows that they are actually related to more positive outcomes that affect the transition to kindergarten.LoCasale-Crouch et al., 2008
34Effect of Transition Practices Early Childhood Longitudinal Study (Schulting, Malone & Dodge, 2005)17,212 children, 992 schoolsObjective:To show that transition activities have an effect on academic outcomes as well.What to say:Transition activities also have an effect on academic skills.A different study found that more transition activities in the fall translated in to higher academic performance in the spring.Fall K TransitionPracticesSpring K Academic Skills=Even more for children from disadvantaged families
35Children, Families and Schools Benefit from Connections Children more socially readyHelps them participate more academicallyFamilies more connected to schoolImproved long-term student outcomesTeachers more prepared to support children/familiesBetter relationships that lead to enhanced child outcomesFinancially smart: Low investment, high yieldObjective:To show that children who experience more connections during transition do better.What to say:The big messages here are that:Multiple large-scale, nationally representative studies keep showing consistent patterns - Children who experience an environment with more support and connections between key players within their lives, reap the benefits by experiencing a successful transition to school which in turn sets them up for both social and academic success in kindergarten.Also, building these connections is a fiscally smart move – the transition activities advocated here are cost little to implement and yield big results in terms of child outcomes.So, how do we, in more specific terms, build successful transitions?
36HOW DO WE BUILD SUCCESSFUL TRANSITION EXPERIENCES?
37Six steps to transition planning 1. Assess your partnership: Who is involved?2. Identify the goals of the team around transition and alignment3. Assess what is happening now4. Identify data that you have to support these practicesPlan and Prioritize: Reevaluate goals, choose steps to take, assign roles, set deadlines, anticipate barriersImplement and EvaluateObjective:Go over the steps of transition planning with participants.What to say:There are six steps to planning transitions successfully:1. First, you must assess the partnership you have with stakeholders. Are all of the right stakeholders involved?Second, your team, or partnership, needs to identify the broad goals you have around transition and alignment, such as wanting parents to be more involved in transition and having children become more familiar with kindergarten routines.Third, your team needs to asses what you are doing now. What transition practices are already in place?Fourth, you need to identify data that you have for your current practices. If you have a parent orientation, are parents showing up for it and do they seem more involved in the process because of that?Fifth, you need to plan what needs to be done next. Where are the places that you have a lack of practices or where you have practices that aren’t working? Out of those, what do you want to work on? Then you have to prioritize the actions you’ve chosen to take and decide what needs to be done to implement them.Finally, your team will need to implement new practices and evaluate how they are working.Now we will go through each of these one at a time and let you fill out your transition plan as we go.
381. Assessing your partnership Who is involved?Teachers (pre-k and kindergarten)School leaders (pre-k and kindergarten)Family representative(s)Community leadersObjective:To convey who should be involved in the transition process and have participants evaluate who is on their team and who might be missing – participants should also fill in Step 1 of their transition plans.What to say:Who should be involved in your partnership, or transition team? The answer is all of the important stakeholders. At minimum:You need to have the preschool represented - both teachers and supervisors;You need to have the kindergarten represented - both teachers and supervisors;You need to have families involved - having a parent representative for instance;And finally, you need the community represented – which could be a representative who works with a local initiative to support children and familiesIt is important to have all of these bases covered in order to get all perspectivesNow I’ll give you a few minutes to fill in the first step on your transition plan and think about who might be missing from this group or who could be a valuable additionWhat to do:Stop here for 2-3 minutes and have participants fill in the first step on their transition plan and think about who is represented.
392. Identifying the goals of the team Choose several goals that fit your program’s needsExamples:Support children being ready for schoolHelp families know more about what they can do at home to help children be ready for schoolGet community more involved with childrenObjective:To prompt teams to set goals and fill in Step 2 of their transition plans.What to say:Next, we will set some goals that you think are appropriate for your programHere are a few example goals, but think about your individual program needs and create your own. Feel free to brainstorm with those around you – we’ll stop here for a few minutes while you come up with your own goals and fill in Step 2 in your transition plan.What to do:Stop here for 3-4 minutes for participants to fill in Step 2 of their transition plan.
403. Assessing what is happening now Sort what you are currently doing into categoriesWhat is fostering child-school connections?What is fostering family-school connections?What is fostering school-school connections?What is fostering community-school connections?Objective:To have participants assess their current transition practicesWhat to say:Now we want to assess what you are doing now and see what you have covered in the way of the connections we’ve discussed.This exercise will also help you see where you need to focus more attention.
413. Assessing what is happening now Objective:Show participants an example of how their current practices might look in the transition plan they have and have them fill in Step 3 on their transition plans.What to say:This is what your current practices might look like once you fill them in on your transition plan.Now I’ll give you about 10 minutes to think about what you’re currently doing and fill it in on your transition plan.What to do:Stop here for 10 minutes for participants to fill in Step 3 of their transition plan.
424. Examining data you have Is what you’re currently doing working? How do you know?Are children adjusting to kindergarten better because their preschool teacher is reading books about kindergarten before they enter?Are more families registering early for kindergarten because of community efforts to disseminate information?Are kindergarten teachers better informed about students because of school-school collaboration?Objective:Having participants examine evidence for what they are doing and fill in Step 4 on their transition plans.What to say:So how do you know if your current transition practices are working? You need to look for evidence.Evidence can be seen in trends you see that you attribute to the transition activities you are currently using. Data can take the form of increased parent participation, children being registered earlier, or children seeming more prepared as they enter kindergarten.This is an important step in the process because practices aren’t useful unless they work.Now I will give you a few minutes to review the data you can think of that might support what you’re currently doing. You can fill this in on Step 4 on your transition plan.What to do:Give participants 5 minutes to fill in data on their transition plans.
435. Planning and Prioritizing What are the next steps to take?Reevaluate goals and formulate new onesPlan steps to address new goalsWho is responsible for tasks?Assign roles within the transition teamWhen should tasks be implemented?Set deadlines for tasks and create a timelineAnticipate barriers and make plans to overcome themObjective:To talk about what planning and prioritizing involves and the importance of this step.What to say:This is probably the most complex and challenging step of transition planning, but it is also the one that can potentially reap the most benefits.During planning and prioritizing you need to decide what needs to be added to your existing transition practices by reevaluating your current goals to decide if they are sufficient or if they need revision.Next you need to:Plan steps to address new goalsassign tasks to individuals,decide when tasks should be done,set deadlinesand this is also where you should try and anticipate barriers and plan how to overcome them.
445. Planning and prioritizing Objective:Show an example of what planning might look like on participants’ transitions planWhat to say:This is what planning might look like on your transition plan.
45Timeline example PRESCHOOL SUMMER KINDERGARTEN September April June Family groupmeetingsInform parents about home literacyActivitiesResearch locations for K-campK-camp fundraisingObjective:Show a sample of what a timeline might look like and have participants fill in Step 5 of their transition plans.What to say:This is one example of a transition timeline that stretches across one year.As you can see, actions are being taken as far ahead as the fall of the preschool year in order to set up successful transitions based on the example goals we mentioned earlier.Now I’m going to give you time to brainstorm new transition practices, think about who might be responsible for tasks, and create a rough timeline for when things can be done. This will be done in Step 5 of your transition plan. We’ll take about 10 minutes to do this here, but you can certainly continue to refine this later.What to do:Stop and give participants 10 minutes to work on filling in Step 5 of their transition plans.AprilPS & K teacherstransition effortsClass lists for KPreschoolers visit KK-camp fundraisingUse communityresources to spread info about K-campJuneRemind parents of home literacyactivitiesSchool playgroundnightsK-camp enrollmentAugustOpen housesK teacher andparents meetK screeningsK-campSeptemberBack-to-schoolnightsFoster familyconnectionsw/ teachers
466. Implementing and Evaluating Implement the plan you have createdEvaluate: Is what you are doing working?How do you know?Examine data on newly implemented practices – do you see changes?Modify practices as needed and define new goalsObjective:To prompt participants to implement their new plans and evaluate them afterwards.What to say:Now that you have sketched out your new plans, it’s time to go out into the world and implement them.Remember that you need to evaluate what you’re doing continuously to make sure your efforts are providing you with the desired results.And finally, this process should be repeated each year to continually build and refine your transition plans and practices.
47Resources on the WebNational Head Start Association – “Terrific Transitions”Enhancing the Transition to Kindergarten: Linking Children, Families & SchoolsEasing the Transition from Pre-k to Kindergarten: What Schools and Families Can do to Address Child ReadinessDurham County’s Transition to Kindergarten InitiativeFamilies as Primary Partners in their Child’s Development & School ReadinessWhat is Family Support?Back to School Time: Tips to Help Children AdjustNECTC Transition Tips: Toolkit of Practices and StrategiesFlorida’s Transition ProjectObjective:To give participants resources to use on their own.What to say:Listed here are a few useful web sites we have found that provide extra resources on the transition process.
48This document was prepared under Grant #90HC0002 for the U. S This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.