Beth Rous University of Kentucky Working With Multiple Agencies to Plan And Implement Effective Transitions For Head Start Children Beth Rous University.
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4 Beth Rous University of Kentucky Working With Multiple Agencies to Plan And Implement Effective Transitions For Head Start ChildrenBeth RousUniversity of KentuckyPrepared for the Head Start Center on Inclusion Broadcast CallDecember 15, 2010
5 Today We Will Explore….A framework for thinking about collaborative transition servicesThe current research literature on transitionKey transition practices and strategiesFree resources to support your transition planning efforts
6 A Framework For Thinking About Transition InteragencyService SystemSupportive InfrastructureAlignment & ContinuityCommunication & RelationshipsChild & Family PreparationChild & Family AdjustmentTransitionPractices &ActivitiesRous, Hallam, Harbin, McCormick & Jung, 2007
7 Measuring Transition Outcomes for Families First School Transition Committee MeetingMeasuring Transition Outcomes for FamiliesHarbin, Rous, Peeler, Schuster& McCormick, 2007B. Rous, February 3, 2006
8 Measuring Transition Outcomes for Children First School Transition Committee MeetingMeasuring Transition Outcomes for ChildrenRous, Harbin, & McCormick, 2006B. Rous, February 3, 2006
9 Evidenced Based Practices What does the current research tell us about transition
10 Bottom Line of Effective Transition Practices Research has found several transitionpractices such asestablishing positive teacher-child relationships, andcoordinating transition supports between sending and receiving programswere associated with better adjustment and increased learning in the new setting for young children.
11 Factors Associated with Positive Transition Outcomes A good match between sending and receiving programs was associated with more successful transitionsTeaching skills that children will need in the next educational setting prior to transition was associated with better adjustment and increased learning and development in the new setting.
12 Factors Associated with Positive Transition Outcomes A close, positive relationship between a teacher and a child as a part of the transition process was associated with:improved cognitive skills, better social relationships, and fewer behavior problems for typically developing children.improved cognitive skills for children with developmental disabilities.
13 Recommended Practices Practices and strategies to support children and families in transition
16 Organization of the 1335 Strategies Home VisitsProgram VisitsTraining & PDInfo to FamiliesParent to ParentCross Program Communi-cationCross Program Child & Family Info SharingIndividualSupportsProgram Policies
17 Accessing the Practices Transition TiPS - Web-Based Toolkit of Transition Practices and StrategiesDesigned to assist in the identification of specific practices and strategies to programs identify possible transition supports and servicesBased on socially validated practices and strategies identified through NECTC researchOrGoogle National Early Childhood Transition Center
21 Interagency Structure A primary contact person for transition is identified within each program or agency.Referral processes & timelines clearly specified.Enrollment processes & timelines clearly specified.Program eligibility processes & timelines clearly delineated.Staff & family members are actively involved in the design of transition processes & systems.Families meaningfully participate as partners with staff in program- and community-wide transition planning efforts.Agencies develop formal mechanisms to minimize disruptions in services before, during, & after the transition of the child and family.
22 Continuity and Alignment Community- & program-wide transition activities & timelines are identified.Conscious & transparent connections are made between curricula & child expectations across programs/environments.Transition plans are developed that include individual activities for each child and family.Children have opportunities to develop & practice skills they need to be successful in the next environment.
23 Transition plans are developed that include individual activities for each child and family. Sample StrategiesArrange family visits (individual or very small group) to different programs and schools before the transition to programs occur. Conduct a home visit before program/school starts to build rapport with the child and family, to build rapport and gather information, and to discuss general classroom structure, activities, etc. Providers/Teachers arrange for children to visit their future teachers and classrooms. Provide opportunities for a child's family to talk with preschool & kindergarten staff about the special needs of their child &/or details like meals, transportation, & special services available.
24 Transition plans are developed that include individual activities for each child and family. Arrange for the child and family to visit the class to orient to them to the new environment.A visit to the new setting prior to the transition allows the family to consider the individual needs of their child relative to the new environment.It can help the child and family participate in the transition process more confidently because they have a better understanding of the receiving classroom.
25 The teacher can work with the family to help identify specific ways in which the new classroom can be modified to support the child’s engagement and adaptation by using an observation guide during the initial class visit.
26 Communication & Relationships Methods in place to support staff-to-staff communication both within & across programs.Staff roles & responsibilities for transition activities are clearly delineated.
27 Methods in place to support staff-to-staff communication both within & across programs. Sample StrategiesProvide meeting time for teacher & paraprofessional for transition planning. Provide stipends to staff to collaborate & plan prior to beginning of school year. Preschool & kindergarten staff swap classes & teach for a time to understand sending & receiving environments. Develop partnerships & offer cross-training between regular & special education administrators & staff. Provide release time for teachers to support transition planning.
28 Staff-to-staff communication both within & across programs. Sending practitioners identifychild needs related to transition.The sending practitioners work with the family to develop a child transition profile to help with transition planning.
29 The profile includes questions that can help identify specific skills, needs and supports to help plan for:child engagement in the new environmentchild’s adaptation to the structure and culture of the new environment
30 Child and Family Preparation Staff know key information about a broad array of agencies & services available within the community.Individual child & family transition meetings are conducted.Families are aware of the importance of transition planning & have information they need to actively participate in transition planning with their child.Families’ needs related to transition are assessed & addressed.Families have information about and are linked with resources & services to help them meet their specific child & family needs.Families actively participate in gathering information about their child’s growth and development.
31 Active Participation of Families in Transition Planning Sample StrategiesProvide family with information they need to help make decisions and about how their child's services will change after transition. Provide families with specific information about the new setting, such as the name of a contact person, skills this child would be expected to have, & assessments needed. Inform & educate families on all possible placement options, & the procedures & expectations of the programs.Support families in being part of the decision-making team about where/when their child will go for services after transition.
32 Active Participation of Families in Transition Planning Receiving practitioners conduct a home visit before the child enters the new setting to build rapport with the child and family, gather information, and discuss general classroom structure, activities, and routines.
33 Initial home visits with the child and family should focus on: building a relationship with the child and family,describing the program to the family,determining what the family’s worries and concerns are about the transition, anddetermining with the family what activities will support them in preparing their child for that first day in the new setting.
34 Child and Family Adjustment Transition team members share appropriate information about each child making a transition.Staff follow-up on children after the transition to support their adjustment.
39 Refined and Disseminated… Foundations of Transition for Young Children
40 Definition of the Practice Transition practices are an intentional set of activities that promote communication between sending and receiving practitioners, engage families in collaborative planning, and support the preparation and adjustment of children and families to a change in settings or programs. Central to these practices is a close, positive relationship between the child, family, and teacher in the receiving program.Step 1: DilemmaStep 2:QuestionStep 3:EvidenceStep 4: DecisionStep 5:Evaluation>>>>
41 Module 2: Resources Foundations video 4 video clips 13 activities 19 alternate activities13 handouts9 audio clips22 instructor’s activity guides
42 Thank You Opportunity for Questions Additional information: