1. Building Bridges: Transition Practices Cindy Bagwell, OSR

2. Transitions: An Important piece of a Ready School Special attention must be paid to the period of transition when children first enter school First experiences set the stage for success in school A smooth transition provides continuity for children

3. Transitions Defined “Transition means change, a passage from one style, form, state, or from one place to another.” Patricia W. Wesley, Smooth Moves to Kindergarten, 2001

4. Transitions It’s hard to move from one location to another…from a known, comfortable environment to one that is different and unfamiliar Transitions are met with both delight and concern…pleasure of accomplishments and anxiety over leaving friends and teachers they know and love

5. Transitions Effective transitions promote… –Lower retention rates –Higher graduation rates –Fewer behavior problems –Lower expulsion rates –More satisfied parents DPI, Transition Planning for 21st Century Schools, 2007

6. Benefits of Effective Transitions For children, they... –Increase academic performance and contribute to decreases in discipline problems in later years (UCLA, 2003) –Enhance self-esteem, confidence, and relationships (Wesley, 2001) –Increase enjoyment of learning (Wesley, 2001) –Reduce stress (Wesley, 2001) –Pave the way for positive school adjustment (Pianta & Kraft-Sayre, 2003)

7. Benefits of Effective Transitions For families, they… –Provide opportunities for families to actively participate in planning and carrying out transition activities –Increase confidence in communicating with school personnel –Promote a positive outlook about future collaboration with school Wesley, 2001

8. Benefits of Effective Transitions For teachers, they… –Enhance their ability to meet individual needs of children –Increase efficiency in program planning and implementation –Strengthen community support –Create a stronger professional network –Provide a wider pool of resources Wesley, 2001

9. Transition Practices National surveys of teachers say… –48% of the children entering kindergarten have moderate to severe problems with transitions (SERVE, 2004) –Schools with greatest needs rely on group-oriented transition experiences after school begins (NCEDL, 1999) –Practices varied by community, with rural settings utilizing more practices than urban settings (Pianta et al., 1999)

10. Silent Brainstorm

11. Barriers to Effective Transitions Teachers reported the following barriers… –No salary for summer work 43% –Class lists generated too late38% –Parents uninterested or unable30% –Too time consuming22% –School district has no plan16% –Funds not available14% –Parents can’t be reached14% –Home visits too dangerous 8% Pianta & Krafat-Sayre, 2003

12. Barriers to Effective Transitions Parents reported the following barriers… –Work schedule interferes 74 % –Choose not to participate 17% –Need child care17% –Lack transportation16% –Do not know others at school14% –Feel uncomfortable at school 9% –Have health problems 9% Pianta & Krafat-Sayre, 2003.

13. Think, Pair, & Share

14. What is a Most Common transition activity? What is a Least Common transition activity?

15. Are Common Practices Most Effective?

16. Transitions at Work Across NC Buncombe County FirstSchool - Chapel Hill/Carrboro Lee County Charlotte Mecklenburg

17. Data that provides a lens to view transitions How do children spend their day at the end of PreK? How do children spend their day at the beginning of Kindergarten? How wide is the gap?

18. How Pre-K children spend their day

19. How K children spend their day

20. Transitions From a Parent’s Perspective…

21. Successful transitions build respect for individual differences, encourage understanding of the whole child, create a sense of trust and belonging, and reduce child and family anxiety toward school. DPI, Transition Planning for 21st Century Schools, 2007

22. “The heart of transition planning for preschool to kindergarten is a shared philosophy based on how young children grow and learn…and includes age appropriateness, individual appropriateness, child-initiated and child-directed learning and teacher support.” Nebraska Department of Education, 2001

23. “Relationships that are stable and lasting can serve as a bridge between the family and school and provide continuity from preschool to kindergarten.” Pianta & Krafat-Sayre, Successful Kindergarten Transition, 2003.